表1∼4_責）日本医学Vol11-1_HMY 12.3.15 11:31 AM ページ2
Vol. 11, No. 1, February 2012
Journal of Medical English Education, the official publication of The Japan Society for Medical English Education, was
founded in 2000 for the purpose of international exchange of knowledge in the field of English education for medical
purposes. For citation purposes, the registered name of the Journal replaced the dual name that had appeared on the
cover before Vol. 6 No. 1. The Journal of Medical English Education is a continuation of Medical English, Journal of
Medical English Education and is the registered name of the Journal.
Copyright © 2012 by The Japan Society for Medical English Education
All rights reserved.
The Japan Society for Medical English Education
c/o Medical View Co., Ltd.
2–30 Ichigaya–hommuracho, Shinjuku–ku, Tokyo 162–0845, Japan
TEL
03–5228–2274 (outside Japan: +81–3–5228–2274)
FAX
03–5228–2062 (outside Japan: +81–3–5228–2062)
E-MAIL
jasmee@medicalview.co.jp
WEBSITE
http://www.medicalview.co.jp/
Distributed by Medical View Co., Ltd.
2–30 Ichigaya–hommuracho, Shinjuku–ku, Tokyo 162–0845, Japan
001-002_二）医学英語Vol11-1_HMY 12.3.15 11:32 AM ページ1
第 15 回 日本医学英語教育学会 学術集会 開催案内
日本医学英語教育学会は 1988 年に第 1 回医学英語教育研究会が開催され，その後，医学英語に関する研究
を推進し，医学英語教育の向上を図る目的で学会として発展して参りました。現在では 400 名以上に及ぶ会員
を有しております。
医学英語教育は卒前・卒後・生涯教育として重要であり，医療の国際化，医師国家試験の英語問題導入や
医学英語検定試験など，専門職教育の限られた時間でどのように教育を行うかが課題です。学術集会では例
年，医療系の英語教育に係わる教員･研究者が参加し研究･事例を報告します。平成 24 年度学術集会は下記に
より開催します。日本医学教育学会の委員会に起源をもつ本会に是非ご参加いただき，医学英語教育につい
て情報を交換していただければと思います。
記
学会名：第 15 回医学英語教育学会学術集会
日 時：平成 24 年 7 月 21 日（土）∼ 22 日（日）
会 長：安藤千春（獨協医科大学国際交流室）
会 場：ホテルグランドヒル市ヶ谷（〒 162-0845 東京都新宿区市谷本村町 4-1）
演題募集：平成 24 年 2 月 1 日 正午∼ 4 月 20 日 正午
（ 医学英語教育の目標・教育方法・評価，学生評価，語学教育と専門教育の統合，実践力教育，医
学・看護学・医療系教育における医学英語教育，英語教員による医学英語教育，医学・看護学・
医療系教育者による医学英語教育， 医学英語教育におけるシミュレーション教育・ ICT 活用 ，
教員教育能力開発，医学英語論文校閲，医学論文編集，医学論文作成における倫理 ，医学英語検
定試験，その他の医学英語教育に関連する演題）
＊英語･日本語のどちらでも発表できます。学会ホームページよりご登録ください。
＊詳細は学会ホームページをご参照ください。
＊学会ホームページ： http://www.medicalview.co.jp/JASMEE/gakujutu.shtml
問合せ先：日本医学英語教育学会・事務局
〒 162–0845
東京都新宿区市谷本村町 2–30
TEL 03–5228–2274
FAX 03–5228–2062
メジカルビュー社内（担当：江口）
E-MAIL jasmee@medicalview.co.jp
001-002_二）医学英語Vol11-1_HMY 12.3.15 11:32 AM ページ2
First Announcement
The 15th Annual Conference of the Japan Society for Medical English Education
The Japan Society for Medical English Education (JASMEE) held its first meeting as a ‘study group’ in 1988.
Since then, the society has continued to grow in promoting the development of medical English education, supported by over 400 members.
Medical English education has become a significant part of basic, postgraduate and continuing education. With
the globalization of medicine and recent changes, such as the introduction of the Examination of Proficiency in
English for Medical Purposes (EPEMP), JASMEE has become active not only within the society itself but has
also extended its involvement and responsibilities in ways which contribute to society.
The 15th JASMEE academic meeting will include plenary lectures, oral presentations, poster presentations,
symposia and workshops. We welcome submissions on various topics related to medical English education such
as: educational methods, assessment, student evaluation, integration of language education and specialized education, medical English for nursing and other healthcare related fields, medical English editing, teaching of medical writing, EPEMP etc.)
Date: July 21 (Saturday) to July 22 (Sunday), 2012
Venue: Hotel Grand Hill Ichigaya
4-1 Ichigaya-hommuracho, Shinjuku-ku, Tokyo 162-0845
President: Chiharu Ando
(Office of International Programs, Dokkyo Medical University)
Abstract submission: abstracts should be submitted online, in either English or Japanese.
Online abstract submission begins: February 1, 2012 (noon)
Deadline for abstract submission:
April 20, 2012 (noon)
Registration: Please access the JASMEE homepage for details.
URL: http://www.medicalview.co.jp/JASMEE/gakujutu.shtml
For inquiries, please contact: The JASMEE Secretariat (c/o Medical View, Attn: Mr. Eguchi)
TEL 03–5228–2274
FAX 03–5228–2062
E-MAIL jasmee@medicalview.co.jp
003_二）医学英語Vol11-1_HMY 12.3.15 11:33 AM ページ3
The official journal of the Japan Society for Medical English Education
jasmee@medicalview.co.jp
Executive Chair, JASMEE Publications
西澤 茂
Shigeru Nishizawa, Fukuoka
Editor-in-Chief
Reuben M. Gerling, Tokyo
Japanese Editor
Toshimasa Yoshioka, Tokyo
Editorial Executive Board
Chiharu Ando, Tochigi
J. Patrick Barron, Tokyo
Isao Date, Okayama
Yoshitaka Fukuzawa, Aichi
Reuben M. Gerling, Tokyo
Haruko Hishida, Tokyo
Masahito Hitosugi, Tochigi
Masanori Ito, Chiba
Clive Langham, Tokyo
Timothy Minton, Tokyo
Tsukimaro Nishimura, Kanagawa
Minoru Oishi, Tokyo
Tsutomu Saji, Tokyo
Masako Shimizu, Kanagawa
Kinko Tamamaki, Hyogo
Toshimasa Yoshioka, Tokyo
Editorial Board
Reuben M. Gerling, Tokyo
Toshimasa Yoshioka, Tokyo
Clive Langham, Tokyo
Saeko Noda, Tokyo
Review Editors
Raoul Breugelmans, Tokyo
Ruri Ashida, Tokyo
Eric Hajime Jego, Tokyo
Takayuki Oshimi, Tokyo
Jeremy Williams, Chiba
Former Editors-in-Chief
Executive Adviser Emeritus
大井静雄
植村研一
Shizuo Oi, M.D., 2000–2004
Kenichi Uemura, M.D.
Nell L. Kennedy, Ph.D., 2004–2008
Journal of Medical English Education Vol. 11 No. 1
February 2012
3
005_責）医学英語Vol11-_HMY 12.3.15 3:23 PM ページ5
Editor's Perspectives
The Future Language of Medical Writing
Although we prefer to call our trade Eng-
Thus a patient’s arm (patients’ arm or is it
lish for Medical Purposes, the society’s name
arms?) was amputated (or maybe arms was
uses the term Medical English. Indeed, Med-
amputated or, perhaps, arms were amputated;
ical English has long been used as the term
then, again, perhaps the arm were amputat-
for the language employed in medical com-
ed); who knows what the doctor had been up
munications. A search of this term on the
to this time round?
Internet comes up with a great many sites
that promise to teach how to use this language or, offers to edit papers, both for a fee.
A common excuse presented by writers
to editors is that ‘other professionals in my
field will understand it’, or do they mean ‘mis-
At the same time there are moves to free
understand’? The reality is that there are
those medical practitioners who wish to pub-
already quite a few misunderstandings that
lish from the vexation of having to write in a
result from mistakes made during the writing
language that they cannot manage. Hence
and editing of papers. Readers of papers
the emergence of publications that will pub-
rarely read them thoroughly rather, they
lish anything submitted because they do not
scan them and sometimes only read selected
wish to judge its value, they would rather let
parts, a sure recipe for misunderstandings.
the readers do that, and those that publish
without reviewers for similar reasons.
The attempt to free the medical publication world from the constraints of English
Whether the science involved is valid and
diction and grammar will result in many pub-
credible is one issue, the language is, in
lications becoming incomprehensible and,
many instances, appalling! Is the future of
although the writers will get another star on
medical writing to become a new version of
their CV, their research will be lost to the sci-
the Wild West? A rapid shooter that fires
entific community. Most readers will retire to
magazine after magazine of words onto the
the safe grounds of a small number of high
electronic page in no particular established
profile publications leaving a large body of
order?
knowledge and research unavailable.
Correct language, i.e. the use of the right
Surely the way forward is to use simple,
tense, articles and word-parts, means convey-
easy to follow English that will accommodate
ing the intended meaning in a prescribed
as many readers as possible without constant
form. This also means that the reader, with
need to consult a dictionary. Instead of the
knowledge of the same form, will be able to
proposed linguistic constipation, a construc-
decipher the code and understand the mean-
tive flow of ideas and data is needed.
ing. A free-for-all kind of language means
invariably that the audience for the code that
Journal of Medical English Education
the author chooses to employ narrows sub-
Editor–in–Chief
stantially. A Thai writer will write using the
Roman alphabet and use recognized words
Reuben M. Gerling
but the context will be understood only by
other Thais and not always all of those either.
Languages that do not employ articles will
write without them and those that employ no
plurals will write everything in the singular.
Journal of Medical English Education Vol. 11 No. 1
February 2012
5
日本医学英語教育学会 組織図
Diagram of the Japan Society for Medical English Education
The JASMEE executive decided to adopt a new structure that will feature a
number of specialized committees. These committees will help the association to
conduct its work throughout the year and not only at the conferences. The new
organization will also allow for more members to actively participate in the work of
the society.
総 会
General Meeting
理事会
Executive Board
日本医学英語検定試験
編集
医学英語
総務
倫理
制度委員会
委員会
教育委員会
委員会
委員会
Examination of Proficiency
Journal
English for Medical
Administrative
Ethics
in English for Medical
Editorial
Purposes Education
Committee
Committee
Purposes Steering
Committee
Committee
評議員会
Council
Committee
問題作成
解析評価
セミナー実施
植村研一賞選考
財務
広報
小委員会
小委員会
小委員会
小委員会
小委員会
小委員会
Text Editing
Validation
Seminar
The Kenichi
Finance
Public Relations
Subcommittee
Subcommittee
Steering
Uemura Award
Subcommittee
Subcommittee
Subcommittee
Steering
Subcommittee
2011年7月11日現在
20
as of July 11, 2011
Journal of Medical English Education Vol. 11 No. 1
037_三）医学英語Vol11_HMY.indd 37
February 2012
37
12.3.15 2:21:07 PM
007-014_責）医学英語Vol11-1_HMY 12.3.15 1:45 PM ページ7
[Original Article (Teaching Methods)]
A Proposal Regarding English Education at Schools to
Train Paramedics/Medical Technologists in Japan
Hidetsugu Kohzaki
Department of Cell Biology, Institute for Virus Research, Kyoto University,
Laboratory of Embryonic and genetic engineering, Medical Institute of Bioregulation, and
Department of Medical Technology, Kyoto College of Health and Hygiene
Background: English has not always been a required subject at training institutions for medically related professions because it was not included in the national examinations. "Team medical practice",
which was devised to overcome the recent shortage of physicians, is a health care delivery system
where physicians and paramedics, including medical technologists, complement each other's specialties to provide optimal treatment. Medical technologists need to understand and have a good command
of medical terms such as the English abbreviations used by physicians. English education for paramedics may be useful for providing correct treatment, and for treating patients together with other
paramedics and nurses. Therefore, paramedics including medical technologists need English for Medical Purposes (EMP). Three years have passed since the medical English terminology curriculum was
first introduced at the Kyoto College of Health and Hygiene for paramedics including medical technologists. The results and students' levels of satisfaction with the curriculum are reported.
Methods and Results: This study introduces a trial for practical English education, which has been carried out in our hospital. A curriculum which focuses on English medical terminology was developed,
and applied in the classroom. Most of the students showed a high level of satisfaction. A term-end
examination of English medical terminology was conducted, and the scores were compared between
students using a paper and those using electronic dictionaries, and no significant differences were
observed. The grades were also compared between students who were taught by native English-speaking teachers and by Japanese teachers, again showing no significant difference, indicating the distorted
views of older Japanese teachers. The younger generation is more comfortable with foreigners than the
older generation, and they have grown up surrounded by computing technology such as computer
games and mobile phones, revealing that the students are accustomed to using an electronic dictionary. It was also revealed that some students use both types of dictionaries depending on the situation.
Concluding Remarks: These results can be used for the improvement of the EMP curriculum. Japanese
instructors may be needed to teach English medical terminology to those students who are uncomfortable with foreign instructors. iPads, iPhones, and smartphones have been introduced in clinical settings
due to the impact of Information and Communication Technology (ICT). Students have a good command of electronic dictionaries, suggesting that they may be able to utilize iPads, iPhones, and smartphones in the classroom. Using these tools, the English education curriculum, especially of medical
English terminology can be developed further.
J Med Eng Educ (2012) 11(1): 7-14
Keywords: Medical technology, English education, Paramedics
Corresponding Author:
Hidetsugu Kohzaki, Ph.D.
Instructor, Department of Cell Biology, Institute for Virus
Research, Kyoto University, Shogoin-kawahara-machi 53, Sakyo-ku,
Kyoto 606-8507, Japan
E-mail: charaznable.k@gmail.com
Journal of Medical English Education Vol. 11 No. 1
February 2012
7
007-014_責）医学英語Vol11-1_HMY 12.3.15 1:45 PM ページ8
Original Article (Teaching Methods)
presentations,11 and learn English expressions related to
1. Introduction
the physical structure and mechanisms of the human
English has not always been a required subject at
body9,12 as well as illness. The period of curricula varies
training institutions for medically related professions
from four months to a few years, and two or three credits
because it was not included in the national examinations.
will be awarded in most colleges.13 On the other hand,
However, “team medical practice,” which was devised
33% of the 55 schools for training paramedics do not
to overcome the recent shortage of physicians, requires
implement medical English education, and only “English
1,2
education and conversation lessons as liberal arts sub-
Team medical practice is a health care delivery system
jects” are provided by the remainder. Therefore, these 55
where physicians and paramedics including nurses,
schools are not assumed to have adopted EMP.7 At para-
care/social workers, and medical technologists comple-
medic/medical technologist-training schools, curricula to
ment each other’s skills and cooperate to achieve better
pass the national examinations for qualifying medical
results. This is called team medicine, where a group of
technologists are prepared as below.
paramedics to have an ability to understand English.
health care workers with expertise in different areas
In Kyoto, many foreigners consult hospitals where our
work together as a team and make clinical observations,
graduates work. Furthermore, the number of foreign
on an equal footing with physicians, to provide optimal
nationals visiting Japan to receive advanced medical
treatment for patients.
1.2
Medical advances lie behind the
growth of such health care delivery systems. Due to the
treatment has recently risen,17 increasing the chances of
paramedics’ coming into contact with foreign patients.
progress of specializations associated with the diversity
At paramedic/medical technologist-training schools,
and complications of diagnostic techniques and treat-
curricula to pass the national examination for qualifying
ment, it has become more difficult for a single physician
medical technologists are prepared. They involve not
to conduct comprehensive examinations of patients. To
only knowledge acquisition but also practice; thus the
provide safe and high-quality medical services, it is
time to learn English is limited (Table 1). Under such
essential for physicians and paramedics, including nurs-
circumstances, it is difficult to acquire an ability to under-
es, care/social workers, and medical technologists, to be
stand to learn medical English and thus to understand
involved in the process of decision-making while
the physicians when they use medical English terms.
exchanging information and opinions among profession-
Basic life support (BLS) and the use of an automatic
als from diverse disciplines. To achieve this, medical
external defibrillator (AED) are more difficult to learn.
technologists need to understand and have a good com-
Most students are weak in English, which may be a prin-
mand of medical terms such as the English abbreviations
cipal cause for the difficulty they experience in under-
used by physicians and other paramedics. In medical
standing physicians’ words in English. Therefore, the
technology, manuals for various medical instruments and
curriculum described in the methods section was devel-
protocols of reagent kits, which paramedics including
oped, especially for English medical terminology.
medical technologists use, are written in English. Fur-
As health care professionals including paramedics pre-
thermore, Japanese society is aging rapidly. Therefore, if
fer learning medical English to practicing general Eng-
those assisting the physicians in hospital have a fair com-
lish skills,14,15 the curricula allow them to master a cer-
mand of English, they will be able to function better to the benefit of the patients,3
accomplish treatment, and overcome the
shortage of physicians.
Japanese medical schools have also
developed curricula with an emphasis on
English for Medical Purposes (EMP) for
Table 1. Proportions of credits for English education/hours at paramedics/medical technologist-training schools.
Comparison of percentages of units and hours of English education with those
of chemistry, clinical analysis, and clinical physiological examination at medical
technology schools
doctors4-6 and paramedics.7 English learn-
English
Chemical
Clinical,
ing tools have been improved.8 They are
education
analysis
Physiological
examination
designed to help students comprehend
technical terms, 9 develop the ability to
read and write papers,10,11 practice physician-patient conversations, 9,10,12 deliver
8
All credits
Number of
4
10
10
115
credits (hours)
(115 hr)
(330 hr)
(315 hr)
(3,435 hr)
％
3.5 (3.3)
8.7 (9.6)
8.7 (9.2)
100
Journal of Medical English Education Vol. 11 No. 1
February 2012
007-014_責）医学英語Vol11-1_HMY 12.3.15 1:45 PM ページ9
A Proposal Regarding English Education at Schools to Train Paramedics
tain level of EMP in a limited period.
Three years have passed since the medical English terminology curriculum was
first introduced for paramedics including
Table 2. Syllabus for medical English for paramedics including Medical technologists
A. Medical English I
Lesson plan
Item
Frequency Content explanation
Introduction
1
medical technologists. The results and
students’ levels of satisfaction with the
How to write a notebook,
How to learn
curriculum will be reported. Since it was
considered necessary to evaluate the use-
Reading and careful reading of a
Translation into English
14
textbook, Exercise, Minor test (Words)
fulness of the curriculum, 16 the study
examined the effectiveness of English lan-
Timing: Early phase of the first year
Time required: 30 hours
guage education by native English-speak-
Type of lesson: Lecture
ing teachers and recent advances in infor-
Number of credits: 1
mation technology on the curriculum.
Contents: In the medical environment, English is an important factor. Students
must be accustomed to medical English to be able to collect more information.
2. Methods
B. Medical English II
This program was conducted between
April 2008 and July 2011.
Lesson plan
Item
Frequency Content explanation
Terms regarding clinical
10
Urinalysis
examinations
Hematology and Serology
2.1. Setting a syllabus for medical
Chemical analysis
English
Bacteriology and Parasitology
Students were instructed on how to
Clinical physiological examination
learn English (reading English in a loud
Histology
voice, how to read English sentences) and
how to write a notebook (Table 2A). Currently, an increasing number of foreigners
Immunological test
Medical English
5
Disease,
abbreviations
Examination-associated matters
are visiting Japan. In order to help students facilitate communication with foreigners, native English speakers were
invited, so that students learned English
regarding in-hospital names/routes to
C. English Conversation
Lesson plan
Item
Frequency Content explanation
Introduction
1
Introduction
help foreign persons visiting a hospital
Lesson for English
14
Abilities
and obtain medical care (Tables 2B, 2C,
conversation
Time and Date
and 2D). Furthermore, foreign visitors
Daily Routine
were invited to school festivals to promote
Location and Moving Things
communication in English. Students who
Direction
initially hesitated to speak also became
Personal Information
familiar with foreign nationals, conversing
Talking about Family
in English.
Likes and Dislikes
In the “Medical English II” (Table 2B)
The Future
and “Introduction to Foreign Language”
The Past
(Table 2D) curricula, lectures were given
Describing People
teaching special terms and medical exami-
In a Restaurant
nation techniques necessary for medical
Timing: Early phase of the second year
technologists in English. Before these lec-
Time required: 30 hours
tures, the students completed medical
Type of lesson: Lecture
technology and practice to some extent;
Number of credits: 1
they could understand the contents in
Contents: Students must learn so that foreign persons who consult the hospital
Japanese. Furthermore, medical technolo-
may receive treatment comfortably.
Journal of Medical English Education Vol. 11 No. 1
February 2012
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007-014_責）医学英語Vol11-1_HMY 12.3.15 1:45 PM ページ10
Original Article (Teaching Methods)
gists are licensed to perform not only
Table 3. The list of Questionnaires given to students.
examinations but also blood collection,
“Medical English II” The classroom questionnaire
electrocardiography, ultrasonography, res-
Please read each sentence and choose an answer.
piratory function tests, and electroencephalography; hence they frequently
1. The classroom of native English-speaking teachers
for accomplishing examinations in front of
a. Do you find it interesting compared to the classroom of Japanese
teachers?
1）Yes 2）I feel more comfortable with Japanese teachers
3）I find both interesting 4）I find both uninteresting
5）Other（
）
b. Have you become accustomed to foreign instructors?
patients (Tables 2C and 2D).
1）Yes 2）uncomfortable 3）No 4）No contact
come into contact with patients. Considering this, students were taught special
terms and the medical English necessary
2.2. Research methods
Since it was time to update the curriculum,16 the following two points were examined in the classroom of “Medical English
II”:
1. The effects of medical English classes
were compared between native English-speaking and Japanese teachers
using the grades of the term-end
exams of 52 foreign and 86 Japanese
students. After the term-end exam, a
questionnaire survey was conducted
to evaluate the curriculum of “Medical English II” (Table 3). A total of
31 valid responses were obtained.
2. The results of the term-end exams
were compared between students
using paper and electronic dictionaries (Table 3).
2. Dictionary
a. Do you use a dictionary?
Yes No
b. Do you use an electronic dictionary?
Yes No
If Yes , please respond to the following question.
Which do you prefer, paper or electronic dictionaries?
1）Paper dictionary 2）Electronic dictionary 3）Both 4）Depends on the situation
c. Have you ever used an online dictionary or machine translation?
1）Yes 2）No
If “Yes”, please respond to the following question.
（i）Did you get accurate translations in both Japanese-English and
English-Japanese dictionaries?
1）Yes 2）No 3）other（
）
（ii）Have you ever thought that the translation was awkward in
Japanese-English or English-Japanese dictionaries?
1）Yes 2）No 3）other（
）
（iii）Do you think that native English speakers would understand
sentences translated by free online translation?
1）Yes 2）No 3）other（
）
3. Did the classroom help you acquire medical terminology?
1）Yes 2）No 3）Not sure
If Yes , please describe levels of acquisition and understanding of
medical terminology learned in the classroom.
1）Useful: 2）Somewhat useful 3）Useless
3. Results and Discussion
3.1. The usefulness of the curricu-
4. A question for those who underwent a test for transfer admission.
Did the class of Medical English II help you pass the exam for transfer
admission?
1）Yes 2）No 3）Not sure
lum
Most health care specialists are
assumed to be more interested in learning
medical (EMP) than general English.14,15
5. Please state your experience or comments that you wish to make
regarding the classroom.
Thank you for your cooperation.
Therefore, “Medical English II” has provided a test for medical terms to examine the
ability to communicate with physicians and
(Fig 2).
other health care professionals in English for 3 years.
In a comparison of foreign and Japanese instructors
Since three years have passed since the initial introduc-
teaching in the class, there was no significant difference
tion, the usefulness of the curriculum was evaluated
in the grades of the students: “Mean score: 79.3, SEM:
using a questionnaire (Table 3) and end-term exam
1.36, N=52” (foreigners) and “Mean score: 76.6, SEM:
results. As for the results of the questionnaire, a few con-
1.33, N=86” (Japanese)18 (Fig 3). The results of a ques-
tradictory responses were observed (Table 3: Question
tionnaire show that most students enjoyed the class,
#5) “I feel uncomfortable with foreign teachers” (Fig 1)
which emphasized English terms and conversation used
and “I wanted to learn English from native speakers”
in medical settings, regardless of the nationality of the
10
Journal of Medical English Education Vol. 11 No. 1
February 2012
007-014_責）医学英語Vol11-1_HMY 12.3.15 1:45 PM ページ11
A Proposal Regarding English Education at Schools to Train Paramedics
Fig 1. The results of question 1b, "Have you become
accustomed to foreign instructors?" (Question 1b).
Fig 4. Levels of satisfaction for the classroom of Medical
English II (Question 3).
7％
16％
■ Yes
24％
8％
13％
■ Uncomfortable
■ No
■ No
52％
■ Useful
80％
contact
■ Somewhat
useful
■ Useless
Fig 2. Students’ preference of nationality for instructors
in the classroom of Medical English II (Question 1a).
Fig 5. The percentage of students using and not using
dictionaries (Question 2a).
19％
■ Yes
44％
■ Japanese
37％
41％
59％
■ Foreign
■ No
Instructors
Instructors
■ Both
Fig 3. Difference in the grades of students taught by foreign and Japanese instructors
Fig 6. Students’ preference for dictionaries (Paper or
electronic) (Question 2b, Valid responses: 18).
0％
Japanese Instructors
17％
■ Papers
Foreign Instructors
■ Electronic
0
10 20 30 40 50 60 70 80 90 100
■ Both
83％
teachers (Fig 2, Fig 3, Fig 4 and Table 3). This suggests that online English classes with native speakers
may be another possibility for the curriculum. Some students with little experience of interacting with foreign
them more useful since they had been advised to pur-
people had difficulty at a school festival or in non-class
chase them during middle school as part of a promotion
settings (Fig 1 and Fig 2). Thus, until students feel com-
of ICT-based English language education (Fig 6). Some
fortable with foreign instructors, it ought to be possible
students also used online dictionaries and automatic
for students to select either a Japanese or foreign instruc-
translation systems, although they did not rely on them
tor at then start, and the gradually shift to native English
entirely (Fig 6, Fig 7 and Table 3).
There was no significant difference in grades between
instructors.
Since more than half of the students were not accus-
the students who used a paper or an electronic dictionary
tomed to using a dictionary (Fig 5 and Table 3), they
in the Medical English II class (Fig 8)18: “79.03 points
were instructed to use (electronic) dictionaries in the
(N=39)” and “78.00 points (N=17)”, respectively.
class as much as possible. Electronic dictionaries were
Although some older Japanese teachers would only allow
popular among students because many of them found
the use of a paper dictionary, it was much easier, howev-
Journal of Medical English Education Vol. 11 No. 1
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Original Article (Teaching Methods)
Fig 7. Experience of using an online dictionary or
machine translation (Question 2c).
inations for medical technicians as these are multiple
choice with one choice being and English term which is
not presented in context.1,2 On the other hand, some
medical technologists may be quite proficient in English
as they have attended a Health Science department at a
44％
university where the level of English education is so
■ Yes
high. The experience of the author of this study regard-
■ No
56％
ing English education is limited and the number of students who wish to enter the Department of Health Science at universities is small; however, several students
were able to enter national universities in Japan, such as
Okayama, Tottori, and Shinshu universities. English
Fig 8. Difference in the grades of students who used a
paper or electronic dictionary
exams for transfer admission include basic English, but
focus on English medical terms, unlike the national
examination for entering universities; therefore, it is
essential for students who wish to transfer to understand
Eletronic
English medical terminology. In fact, students who
Papers
passed the transfer exam responded in the questionnaire
0
that this curriculum, particularly “Medical English II”,
10 20 30 40 50 60 70 80 90 100
was effective (Fig 4 and in Table 3, question 4, all students responded that they were satisfied with the class).
er, for the students who have become familiar with personal computers, Fami-Con (family computers), and
mobile phones including smartphones to use an electron-
3.2. English language education before and
after graduation
Thus, these curricula may facilitate the acquisition of
English proficiency at the university admission level even
ic one.
Students who had both types and used either of them
in students who are weak in English although they have
depending on the situation had better grades, because
the knowledge necessary for medical technologists. In
the paper dictionary contains an extensive list of Japan-
the future, the curricula and syllabus should be improved
ese words and phrases (Fig 6). To help students learn
so that all students who wish to enter a university are
technical terms in histology and other specific fields, it
able to pass the examination. Some universities intro-
may be necessary to use educational materials, such as
duced the TOEIC test for students including applicants
19
or create an enjoyable class
for international qualification as clinical laboratory tech-
by introducing quizzes, in which the students with
nicians, and encourage them to take the test to improve
knowledge of medical terms in both English and Japan-
their English skills.22 The TOEIC test is very effective in
20
increasing their motivation for learning because their
dictionary, and Atlas) for the iPad,
English skills are clearly represented as scores. With the
iPhone, and Android smartphone are used in clinical set-
aim of promoting health care and medical technologies
tings and for remote medicine. However, many easy-to-
and experts trained in Japan at a university and interna-
use medical applications and medical dictionaries are
tional levels, the Japan Society of Medical English Educa-
available only in English. Students who are accustomed
tion conducts the Examination of Proficiency in English
to using electronic dictionaries may be able to use these
for Medical Purposes, an examination with four levels
applications easily, suggesting they may be able to use
from grades I to IV.23 This examination will be intro-
iPads, iPhones, and smartphones whenever the curricu-
duced for students to assess their English skills. Training
lum can include these applications. These tools may be
laboratory technicians needs a specialized curriculum
applied not only for learning medical English, but also for
because they will be required to read original articles and
3D images of organs and body structures in Anatomy or
write papers in English as researchers. Developing prac-
Physiology classes or for reading electrocardiograms.
tical skills may be a good starting point, e.g., reading and
skeletal and organ models,
ese wins. Currently, various apps (OsiriX Mobile,
modality Body,
21
This research cannot take into account the state exam12
writing e-mails in English.
Journal of Medical English Education Vol. 11 No. 1
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A Proposal Regarding English Education at Schools to Train Paramedics
In addition, an education program to communicate
References
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(http://www.mhlw.go.jp/shingi/2010/03/dl/s0319-9a.pdf)
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[In Japanese]
9
6. Jacobs JL. 2010. Medical English at Work: Observations of an
Some companies provide schools with learning materials
American Physician-Educator after Two Years Living in Japan.
materials for free on the Internet in some universities.
for cloud computing, and one of them has 270,000 subscribers.24 These online and e-learning materials should
be used effectively.25 With recent marked advances in
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Information and Communication Technology (ICT), it
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may be effective to promote online English education
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focusing on medical terms.
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Education 10(1) 20-28.
9. DiMC (Department of International Medical Communications,
Tokyo
4. Conclusion
Medical
University)
(http://www.tokyo-
med.ac.jp/dimc/emp.html)
These results have the potential to be used for the
improvement of the curriculum of EMP.
Role-playing may be an effective way to improve the
ability to communicate with patients, physicians, and comedicals in English.9 This may also be useful for life-long
learners working at clinical settings or research-centered
10. Oshimi T and Jego E.H. 2011. Nihon University School of Medicine. Journal of Medical English Education 10(3) 106-107.
11. Medical English courses, Center for International Relations,
Graduate School of Medicine, Osaka University
(http://www.med.osaka-u.ac.jp/pub/cir/home/medical.html)
12. Medical English Laboratory, Kansai Medical University
(http://www.kmu.ac.jp/medical/2671t8000000054n.html)
13. Kilpler D, Vogt L and Aramaki H. 2002. A survey of English
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Also, studying abroad is another way to improve Eng-
Education in Japanese Medical Universities. Journal of Medical
English Education 1(2): 20-25.
lish skills because living in an environment where only
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English is spoken would change one’s attitude towards
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English. English conversation lessons using Skype could
into the English Requirements for Shadowing in U.S. Hospi-
be effective for students who are too busy to study
abroad or those who cannot do so for economic reasons.26 Thus, the English learning environment has been
changing to suit individual needs.27
tals. Journal of Medical English Education 9(1): 15-24.
15. Sugiyama A. 2010. Medical English-learning Needs of Physical
and Occupational Therapy Students. Journal of Medical English
Education 9(1): 39-47.
16. Kameoka J, Kawakami K, Miura M, et al. 2011. The curriculum
of 20 national schools of health sciences, faculty of medical
technology, and postgraduate careers. Japanese Journal of Med-
Acknowledgements
I would like to thank my colleagues at Kyoto University, Osaka University, Kyushu University, and the Kyoto
Institute of Technology for helping to improve my skills.
ical Technology Education 3(2): 74-81. [In Japanese]
17. JNTO: Japan National Tourism Organization, Japan
(http://www.mlit.go.jp/kankocho/news03_000015.html)
18. Kohzaki H and Murakami Y. 2007. Faster and easier chromatin
I thank Dr. Yoichi Fujita and Yoichi Ishida for helpful dis-
immunoprecipitation assay with high sensitivity. Proteomics 7:
cussions. I also thank my students for answering ques-
10-14.
tionnaires. This work was partially supported by a Japan
Leukaemia Research Fund award to H.K. I dedicate this
work to my father who died on January 3, 2012.
19. Kondo S. Medical English Education Utilizing Histological Terminology. Journal of Medical English Education 9(1): 30-33.
20. OsiriX Mobile (http://www.osirix-viewer.com/MobileOsiriXWorkflow.pdf)
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Original Article (Teaching Methods)
21. modalityBODY (http://www.modality.com/body/)
22. Hattori, Y. 2011. Introduction of Faculty of health Science,
25. E-learning, Tokyo Medical and Dental University Library
(http://lib.tmd.ac.jp/e-learning/pages/streaming.html)
Yamaguchi University, Japan. Japanese Journal of Medical
26. RareJob Inc. (http://www.rarejob.com/)
Technology Education 3(1): 46-49. [In Japanese]
27. Matsumoto S. 2011. A problem and its scheme for English edu-
23. Examination of Proficiency in English for Medical Purposes
(http://www.medicalview.co.jp/JASMEE/epemp/index.shtml)
cation in Japan. Journal of Medical English Education 10(1) 3543.
24. CHIeru.net (http://www.chieru.co.jp/)
14
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[Original Article (Teaching Methods)]
Poster Presentations in English Language Classes for
Second-Year Dental Students
Clive Langham and Michio Tajima
Nihon University School of Dentistry
Poster presentations were used in English language classes for second-year dental students. The rationale is explained, with a description of how classes are organized, taught and assessed. The advantages
and disadvantages are discussed and the results of a student survey introduced. The potential for establishing links with other subjects on the curriculum is considered.
J Med Eng Educ (2012) 11(1): 15-19
Keywords: content courses, English language classes, English for Specific Purposes, poster presentations
1. Introduction
In dental schools in Japan, English is usually taught as
2. What English Skills do Dental Students
Need?
part of the general education curriculum in years 1 and
English classes focusing on general language text-
1
2. Classes usually focus on general English, with empha-
books, with emphasis on listening and speaking fail to
sis on listening and speaking, and sometimes on reading
meet the needs of dental students. Increasingly, dental
and writing. In recent years, some schools have included
students will need to understand technical terms in Eng-
English classes in years 3 and 4, working on case studies
lish and, in later years of study, be able to read case
and journal articles, as well as developing students’
reports and journal articles, as well as comprehend and
knowledge of dental terminology.2 This, however, is not
give both oral and poster presentations. Some students
the norm and in many cases English language education
will also need to be able to write abstracts and short
3
finishes at the end of the second year.
papers in English. Since February 2010, the national
There are no guidelines provided by the Ministry of
examination for dentists has included questions on med-
Education, Culture, Sports, Science and Technology con-
ical and dental terms in Japanese and English. This has
cerning the content of English language classes or how
focused the attention of students on the need to develop
they should be taught. There are a number of different
their knowledge of technical vocabulary. Thus, classes,
approaches that can be taken, some of which we consid-
starting with the first year, should focus not only on gen-
er briefly in the next section.
eral English, but also on the above skills.
3. Content Courses and English for
Specific Purposes
There is an increased tendency to provide more innovCorresponding Author:
ative teaching methods, and some of these have particu-
Clive Langham
Professor, Nihon University School of Dentistry
Surugadai 1-8-13, Kanda, Chiyoda-ku, Tokyo 101-8310
lar application at dental schools. First, content courses:
classes that use material from specialist subjects studied
Phone/Fax: 03-3219-8150
in the curriculum or topics chosen according to the stu-
E-mail: langham@dent.nihon-u.ac.jp
dents’ interests or needs. Since students have a stake in
A shorter version of this paper was presented at the 14th annual
the material, such courses are more effective, as they
JASMEE Academic Conference, July 9, 2011, Tokyo.
engage the learners to a greater degree.4 Second, cours-
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Original Article (Teaching Methods)
es in English for Specific Purposes (ESP): these courses
poster presentations and how they could help to solve
concentrate on the link between the classroom and real
some of the problems associated with group oral presen-
life, and put special emphasis on the relevance of classes
tations. Here are reasons why posters presented individ-
to the students’ actual needs. One major advantage of an
ually are a good option for English classes.
ESP-type approach is that it presents opportunities for
1. Students choose their own topic and have control
5
effective and useful English programs. The potential of
over it, the design of the poster and how they present
such programs has been noted by the Ministry of Educa-
it.
6
tion, Culture, Sports and Technology. It is suggested
that ESP classes will become the norm, and not the
exception, in university English classes in Japan in the
near future.7
2. Students are responsible for their own presentations
and cannot rely on others.
3. Students have to speak in English and are motivated
to do so since the topic is of their own choosing.
4. Students repeat their poster presentations several
times to different groups of visitors and this promotes
4. Content Courses Using PowerPoint
Presentations
Over a period of 10 years, the authors experimented
confidence and fluency.
5. Compared to PowerPoint presentations, speaking
time is substantially increased.
with a variety of approaches in first and second-year Eng-
6. Students get valuable practice in answering questions
lish classes. We started out by using English as a For-
from visitors and giving more information about their
eign Language (EFL) textbooks, but found the content
topic.
did not match students' needs. We moved on to a con-
7. Information exchange between visitors and presen-
tent-based approach and had students do group presenta-
ters is meaningful, since it involves authentic informa-
tions on dental topics using PowerPoint. This approach
tion.
was more successful, generating spontaneous and mean-
8. Teachers can interact with students during the prepa-
ingful exchanges between students, as well as between
ration and planning of the posters, as well as while
teachers and students. It also meant that students could
they are being presented. This transactional language
increase their dental vocabulary. There were, however,
has substantial value.
problems. Students divided up the task of creating and
9. On presentation days, the focus is on students’ com-
delivering a presentation to save time and effort. One stu-
munication. Teachers are observers and assessors.
dent was responsible for the introduction, another for the
10. The class is student centered.
main body and someone else for the conclusion, which
resulted in lack of cohesion. It also meant that the stuless, not enough to develop any degree of fluency. Many
6. How Classes were Organized and
Taught
students read directly from a prepared sheet or from the
Classes met once a week for 50 minutes for a total of
slides. Since the room was dark, members of the audi-
14 classes. Of these, eight classes were spent on poster
ence did not participate and there were few, if any, ques-
presentations. The first four classes were planning and
tions. The presentation was treated by most groups as a
creating posters, and also practicing the necessary lan-
one-off event, and preparation was crammed into a short
guage to present them. The following four classes were
time. We concluded that there was potential for more
presentation days. We had approximately 40 students in
meaningful exploitation of the efforts students had
our class and each student was required to give one pre-
expended in preparing the presentations, and that indi-
sentation.
dents spoke in English for only a couple of minutes or
vidual poster presentations might be an effective way of
doing this.
In class 1, we showed students examples of posters.
These included posters given at conferences by members of staff in other departments. We pointed out the
structure of the posters, particularly the title, introduc-
5. The Rationale for Using Posters
tion, main body and conclusion. We also showed posters
Through giving poster presentations ourselves and
produced by students in our previous classes. Each stu-
helping other members of staff at the university to pre-
dent was assigned a day on which to present. Students
pare posters, we realized the potential of individual
also spent time, in groups of four, thinking of topics and
16
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Poster Presentations in English Language Classes for Second-Year Dental Students
titles. For homework, students were asked to decide on a
ticed the following sentences, which were on a handout.
topic and title.
In class 2, a week later, students practiced how to start
Handout 3
a poster effectively by explaining the contents and giving
I’d like to finish with a brief summary of my poster.
an overview of the topic. Students were asked to com-
Today, I talked about (short summary of topic:
plete the handout shown below and practice presenting
__). First, I focused on (topic: __) and
in small groups. At this stage, they were allowed to read
pointed out that (facts: __). Second, I told you
from notes made on the handout. However, they were
about (topic: __). The most important points
encouraged to adopt a strategy of ‘read, look up and
were
speak.’ This was useful in giving them confidence. By the
__Third, __. Finally, I explained __.
end of this class, students were able to introduce the
Thank you for visiting my poster. Do you have any
title, topic and contents of their poster.
questions?
as
follows:
First,
__
Second,
At this point, most students were able to combine the
Handout 1
Good afternoon. Welcome to my poster. Today, I
language introduced in classes 1 ~ 4 and present their
want to talk about (topic: __). My poster has
poster with reasonable fluency. However, a small num-
(number: __ ) sections. First, I’ll talk about
ber of students were unable to do this and, when present-
(section topic: __). Second, I’ll focus on (sec-
ing, read from a script. We coached these students indi-
tion topic: __). Third, I’ll move on to (section
vidually in class, asking them to run through their
topic: __). In section four, I’ll mention (section
posters several times and gave feedback on their weak
topic: __). I’ll finish with a brief conclusion.
points. Remedial classes were not offered. About ten percent of students scored poorly when their presentations
In class 3, we explained that posters should have clearly titled sections, and pointed out the importance of link-
were assessed. In class 4, we also looked at how to handle questions by practicing these sentences.
ing sections to aid audience understanding. At the same
time, we stressed the need to emphasize the main points
Handout 4
in each section. The following key sentences were intro-
1.
I’m sorry. I didn’t catch your question.
duced and practiced in class.
2.
I’m sorry. I didn’t understand your question.
3.
That’s a good question.
Handout 2
4.
That’s a difficult question.
How to move between sections
5.
Basically, + (short answer).
1. Now, I want to move on to section three and talk
6. I’m not sure, but I guess that + (short, general
answer).
about (topic).
2.
In the next section, I want to introduce (topic).
7.
Is that okay? / Does that answer your question?
3. Let’s take a look at section four, which is about
It is also important to teach students the language they
(topic).
How to focus on the main points in a section
need when visiting posters, as they may find posing
1.
The main point is ．．．
questions difficult. This point was addressed in class by
2.
I want to stress that ．．．
practicing the following sentences.
3.
The important thing is ．．．
Handout 5
Students practiced presenting the main body of their
presentations both in pairs and in small groups. By the
1.
I have a question about (topic). + question.
2. I’m interested in (point mentioned in the presentation). + question.
end of the class, students were able to move effectively
between the sections of their posters. They were also
3.
able to introduce the contents of each section and focus
4. I didn’t understand what you said about (topic).
Could you tell me some more about (topic)?
Could you explain that again, please?
on important points.
In class 4, we concentrated on how to conclude a
poster and how to invite and handle questions. We prac-
Classes 5, 6, 7 and 8 were devoted to presentations,
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Original Article (Teaching Methods)
with 10 students giving poster presentations simultane-
One way of improving evaluation is to have another
ously. The remaining 30 students formed groups of
assessor. This could be a teacher from the English
three, visited each poster, listened to the presentation
department or a member of staff from a specialist depart-
and asked questions. Visitors were encouraged to con-
ment. Peer assessment is another useful option. We
centrate on listening to the presentation and asking ques-
found that students were happy to evaluate their peers,
tions. They were not required to take notes.
and had strong views on what were good presentations
and what were not. In some cases, we asked students to
7. A Typical Presentation Day
Once presenters set up their posters, the teacher
choose the top five presenters in a group of ten and
awarded those presenters extra points.
divides the remaining students into groups of two or
three, depending on class size, and assigns each group to
a designated poster in the room. It is made clear that
9. Linking Posters with Other Subjects
each presenter has five minutes to present and that, after
Students were generally free to choose their own top-
that time, a new group will arrive at the poster. Once the
ics. In some cases, we asked students to work on dental
above is in place, the session is started. The teacher
topics such as implants, tooth decay or orthodontics. If
reminds students when to move on to another poster pre-
students use topics and material from other subjects on
sentation.
the curriculum it has obvious advantages such as rein-
When the class is under way, a teacher assesses the
forcing the subjects being studied and creating a mean-
performance of each presenter. We start this process by
ingful crossover between English and other subjects. For
walking around the room and writing down the name of
example, in Community Dentistry, second-year students
each presenter and the title of the poster. Once we have
visit dental clinics to observe treatment of patients and
a complete list of presenters and topics, we return to the
the workings of the clinic. After the visit, students write a
first presenter and listen to several minutes of the pre-
report in Japanese. When we heard about this program,
sentation. In some cases, we are able to see a presenta-
we realized that it would be easy to present the contents
tion in its entirety. If there is any time remaining at the
of the report in English in poster form. Since each of the
end of the class, we walk around the room again looking
students had a somewhat different experience during
at the presentations and checking the scores we have
these visits, this could readily form an interactive infor-
entered on the sheet. In some cases, we make adjust-
mation exchange activity. Thus, poster presentations
ments to students’ scores.
have the potential for making links across the curriculum.
8. Evaluating Poster Presentations
Students can score a maximum of 25 points for their
poster presentations. The remaining 75 points for the
10. Results of a Student Survey on Poster
Presentations
semester are from quizzes, mid-term tests, term tests
Since we did not use a textbook and concentrated on
and class participation and performance. The criteria
poster presentations for over half a semester, the pro-
used to assess the presentations are as follows:
gram described here differed from what students had
1. The layout of the poster; this includes the title, sec-
been used to in the past and were experiencing else-
tions, pictures, graphs and tables.
where in the English curriculum. This caused us some
2. Points are awarded to students who can present their
concern. Outwardly, students seemed engaged in prepar-
poster without reading from notes or from the poster
ing posters and presenting them. They also seemed to
itself.
enjoy visiting other posters, getting new information and
3. The key sentences practiced in classes 1-4, and
talking to presenters. But what did they really think? We
described in section 6, should be used as much as pos-
wrote a short questionnaire, shown below, to find out
sible.
what students thought about the class. The question-
4. The presenter should make eye contact with visitors to
the poster.
naire was administered in class and the results collated
and analyzed.
5. The presenter should be able to invite and handle
questions using the sentences practiced in class.
18
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Poster Presentations in English Language Classes for Second-Year Dental Students
Questionnaire
some presentations were too noisy; a smaller piece of
1. Would you like to do more poster presentations?
paper should be allowed.
2. Did the poster presentation improve your communication skills?
3.
What were the good points about posters?
4.
What were the bad points about posters?
11. Conclusion
English language classes at universities in Japan are
gradually moving away from general English and adopt-
Questions 1 and 2 were multiple-choice and questions
ing content and ESP-based approaches. The poster pre-
3 and 4 open-ended. In all, 147 students completed the
sentation class described in this paper offers the opportu-
survey and there were 140 satisfactory responses. In
nity of creating a student-centered, topic-based class
reply to question 1, 17 students wanted to do more poster
where students learn skills that will help them in their
presentations in future English classes, and 87 students
future careers.
thought the time spent on posters in the current semester was sufficient. Of the remaining students, 18 did not
want to do any more poster presentations in future Eng-
References
lish classes, and the rest had no opinion on this point. In
1. Morse Z and Nakahara S. 2001. English language education in
reply to question 2, 97 students considered their commu-
Japanese dental schools. European Journal of Dental Education
nications skills had improved, while 10 students thought
they had not. Of the remaining students, 33 were undecided if their skills had improved or not. These results
are subjective and were not correlated with teachers’
impressions of students’ improvements in fluency. They
are given here to show how students said they felt about
the effect of this activity on their communication skills.
Here are some representative comments from the
answers to question 3 (What are the good points about
5: 168-172.
2. Rodis O, Kariya N, Nishimura M, Matsumura S, and Tamamura R. 2011. Needs analysis: Dental English for Japanese dental
students. The Asian EFL Journal 55: 1-20.
3. Langham C. 2008. Approaches to teaching oral presentation
skills. Journal of Medical English Education 7(2): 97-103.
4. Crocker J and Bowden M. 2011. Thinking in English: A content-based approach. In: A. Stewart (ed). JALT 2010 Conference Proceedings. Tokyo. JALT: 663-670.
5. Orr T. 1998. ESP for Japanese universities: A guide for intelligent reform. The Language Teacher 22 (11): 19-21.
posters?): We could find out about friends; everyone
6. Ministry of Education, Culture, Sports, Science and Technolo-
spoke more than usual; we learned fixed phrases and
gy. 2004. Daigaku Kyouiku no Jujitsu [Enrichment of Universi-
used them; it was a good opportunity to talk actively; it
ty Education] (www.mext.go.jp/a_menu/koutou/kaikaku/gp.
htm, Accessed November 30th, 2011)
was fun. The following are examples of answers to ques-
7. Evans H and Squires T. 2006. Good practices for ESP pro-
tion 4 (What are the bad points about posters?): the
grams in Japanese post-secondary institutions. The Language
poster paper was too big to take home; it takes too much
Teacher 30(9): 15-19.
time to prepare; some people did not speak English;
Journal of Medical English Education Vol. 11 No. 1
February 2012
19
[Conference Plenary]
第 14 回日本医学英語教育学会 学術集会 特別講演
「ことばへの気づき」を利用して英語教育を
言語教育として再構築する 1
英語教育の根本的問題を探り，その問題に対する対処するための具体案を「言語教育」の構築という形で略述する。
言語教育の中核をなすのが「ことばへの気づき」であり，それについても実例を挙げて説明する。
In this brief article, we will clarify what has been wrong with English education in Japan, and propose
"language education" as an alternative. The central notion of proposed language education is "metalinguistic
noticing," which we will illustrate with examples.
演者
大津由紀雄
（慶應義塾大学言語文化研究所）
はじめに
この認識を出発点とし，この論考ではつぎの点について
日本の学校英語教育（以下，とくに強調する必要がある
考える。
外国語教育としての英語教育に欠かせない要件を明ら
場合を除き，「英語教育」）の歴史は英語教育が社会から期
かにする。
待されている成果をあげていないという批判の歴史と言い
英語教育を再生させるための具体的提案を行う。
換えてもよいほどである。英語教育のあり方については，
さまざまな立場からさまざまな提案がなされ，その一部は
実際に英語教育政策に反映されているが，社会からの批判
に十分に応える状況にはなっていない。
この論考では，英語教育の根本的問題を探り，その問題
１ 外国語教育としての英語教育に欠かせな
い要件
に対する対処するための具体案を「言語教育」の構築とい
言語を身につける形態として，おおよそ，つぎの 3 つが
う形で略述する。
区別できる。3
筆者は，英語教育を巡る混乱の根本原因はつぎの点にあ
⒜ 母語として
2
ると考える。
⒝ 狭義の第二言語として
⒞ 外国語として
日本における英語教育は第二言語教育ではなく，外国
語教育であることの明確な認識がない。
英語教育について論じる際，「ことば（language）」と
いう視点が欠けていることが多い。
「母語」は，生まれてから一定期間触れていることにより
自然に身についた言語のことで，その言語との日常的接触
のもと，ほぼ無意識のうちにその獲得が達成される。赤ち
ゃんの言語獲得がこれにあたる。
演者紹介：大津由紀雄 氏（おおつ・ゆきお）
慶應義塾大学言語文化研究所教授。Ph.D.（1981 年，MIT，言語学）。
立教大学経済学部を卒業後，東京教育大学文学部に学士入学し，英語学を専攻。卒業後，東
京教育大学大学院文学研究科修士課程を修了。マサチューセッツ工科大学（MIT）大学院（言
語学・哲学研究科）で，ノーム・チョムスキーのもと博士号を取得。東京言語研究所運営委員長，
言語科学会会長なども務めた。現在，日本学術会議連携会員。
専門分野は，言語の認知科学（文法獲得，統語解析，理論脳科学），言語教育，科学教育など。
認知科学における言語理論研究の基礎の構築を目指すとともに，言語教育のあり方などについ
ても積極的に発言を行っている。
『講座・言語の科学 言語の獲得と喪失』
（岩波書店，編著），
『認知心理学 3 言語』（東大出版会，
編集）
，『認知科学への招待―心の研究のおもしろさに迫る』（研究社，共編）
，『小学校での英語
教育は必要か』（慶應義塾大学出版会，編著）等，多くの著書がある。
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Journal of Medical English Education Vol. 11 No. 1
February 2012
12.3.15 2:01:36 PM
「ことばへの気づき」を利用して英語教育を言語教育として再構築する
「狭義の第二言語」とは，母語の獲得が始まったのち，そ
d. ⑴の文の動詞は walk である。
の言語との日常的接触がなされ，ほぼ無意識のうちにその
e. walk の時制は現在である。
獲得が達成された言語を指す。日本語を母語として身につ
⑵には「文の主語」「人称」「数」「動詞」「時制」などの
け始めた子どもが親の仕事の都合で英語圏に移住し，そこ
文法概念が含まれており，これらが理解できないと，三単
で，英語を身につけるケースなどがこれにあたる。
現の -s を使えるようにはならない。4
「外国語」とは，学校などで，意図的な教授によって，意
筆者の主張は，こうした文法概念は生徒たちの母語であ
識的に学習された言語を指す。多くの日本人にとっての英
る日本語にも共通するものであり，英語学習に先立って，
語学習のケースはこれにあたる。
直感がきく母語を利用して，これらの文法概念に習熟して
なお，狭義の第二言語と外国語を併せて「広義の第二言語」
おく必要があるというものである。そして，その習熟のた
と呼ぶことがある。文献などでは，
「第二言語」の前に「狭
めに必要となってくるのが「ことばへの気づき」である。
義の」あるいは「広義の」という修飾表現を付さないこと
次節では，この点について述べる。
が多く，それが混乱の一因となっている。
外国語学習は母語や狭義の第二言語と異なり，対象言語
との接触量がきわめて少ないのが一般的である。このため，
２ 「ことばへの気づき」
母語や第二言語の獲得の場合のように，対象言語の触れ合
母語の獲得は大筋，無意識のうちに進んでいくが，その
いによって対象言語の知識が自然に（無意識的に）形成さ
過程で，身につけた母語を意識の対象とすることがある。
れることは期待できない。そこで，外国語教育においては，
以 下 に 引 用 す る の は， 英 語 を 母 語 と す る 7 歳 児（Claire
学習者に対して，対象言語の文法（その言語の仕組みとそ
Gleitman）とその母親（Lila Gleitman）の間でなされた「英
の働き）について，意図的かつ意識的に教示する必要が生
語談義」の記録である。
じる。この文法を「学習文法」と呼ぶ。
LG: How about this: Claire loves Claire.
英語教育がなぜ十分な成果を上げることができないのか
CG: Claire loves herself sounds better.
に関する議論の中でしばしば持ち出されるのが以下の主張
LG: Would you ever say Claire loves Claire?
である。これまでの英語教育においてはあまりにも学習英
CG: Well, if there’s somebody Claire knows named Claire. I
文法の必要が強調され，また，些末な規則まで記憶し，運
know somebody named Claire and maybe I’m named
用の際にもそれらに十分気を配ることを要求されてきた結
Claire.
果，日本人の英語運用はきわめて貧弱な状態に留まること
LG: And then you wouldn’t say Claire loves herself?
が多かった。
CG: No, because if it was another person named Claire― like
この議論に耳を傾けるべき部分があることは間違いない。
if it was me and that other Claire I know, and somebody
学習英文法によって学習者にまず定着させるべきなのは英
wanted to say that I loved that other Claire they’d say
語の仕組みとその働きの基礎的な部分であり，つぎに，そ
の基礎的な英文法を十分な訓練によって運用に供すること
Claire loves Claire.
（Gleitman, Gleitman, and Shipley 1972）
ができるようにすることが重要である。従来の英語教育が
このやりとりにおいて，7 歳児は自分の母語を意識の対象
この点に必ずしもきちんとした注意を払ってきたわけでは
と し て い る が， こ の よ う な 意 識 を「 メ タ 言 語 意 識
ないという点は認めざるを得ない。
metalinguistic awareness」と呼び，そのような意識を呼び
まず，基礎的な英文法の定着について述べる。従来から
起こす能力を「メタ言語能力 metalinguistic ability」と呼ぶ。
指摘されてきたように，中学生が英語に躓くのは中学 1 年
しかし，子どもは上の例に示された明確なメタ言語意識
生の 2 学期であることが多い。その理由として，英語に対
を発達させる以前から，ことばを客観的対象物として扱う
する初期的興味の消失や長期間の夏休みによる既習事項の
ことができることに気づく。たとえば，谷川俊太郎の「か
忘却などが引き合いに出されることが多いが，筆者は生徒
っぱ」という詩を子どもに聞かせ，それについて尋ねると
たちが学習英文法を定着させられないからであると考える。
つぎのような反応が得られる。
例として，三人称単数現在（
「三単現」
）の -s について考
⑶ TK（3 歳 2 ヵ月，男児）
えよう。周知のように，⑴の walk に付された -s がそれで
実験者：おもしろい？
ある。
TK：うん。
⑴ John walks to school every day.
実験者：どこがおもしろいの？
Walk のあとに― s が付くことを理解するためには以下の
TK：わからない。
理解が必要となる。
⑷ NN（5 歳 3 ヵ月，女児）
⑵ a. ⑴の文の主語は John である
実験者：おもしろい？
b. John は三人称である。
NN：はい。
c. John は単数である。
実験者：どこがおもしろいの？
Journal of Medical English Education Vol. 11 No. 1
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February 2012
21
12.3.15 2:01:37 PM
Conference
Plenary
Original Article
NN：
「かっぱかっぱらった」なんておかしいよ。
「かっ
ぱ」がいっぱい。
子どものことばへの気づきを支援する。上で見たように，
ことばへの気づきは外部の支援なしにも発達するが，適切
⑸ ST（8 歳 3 ヵ月，男児）
な支援を与えることによってその発達を促すことができる。
実験者：おもしろい？
筆者はこの最初の段階を小学校で行うべきだと考えている。
ST：うん。
それはその時期がことばへの気づきの萌芽的形態からメタ
実験者：どこがおもしろいの？
言語意識への移行期にあたるからである。
ST：ちっちゃい「つ」がたくさんあるから。
なお，最初期に母語を利用するのは直感がきくからであ
⑹ SD（10 歳 5 ヵ月，女児）
る。もちろん，外国語を適宜利用するのは問題ないが，英
実験者：おもしろい？
語だけに限定してしまうのは英語を特別視することにつな
SD：うん。
がる危険性があるので避けるべきであろう。
実験者：どこがおもしろいの？
中学校では，上で述べたやり方で育成された，ことばへ
SD：おんなじ音が何回も聞こえるから。
「かっぱがら
の気づきを利用して外国語教育（現実的には，英語教育）
っぱをぬすんだ」って言ってもおもしろくないも
を進める。このやり方をとることによって，
第 1 節で述べた，
ん。
これまでの英語教育の問題点が克服できる。
上の 8 歳児，10 歳児はすでにメタ言語意識を利用してい
こうして，子どもたちが母語と外国語という 2 つの視点
るが，5 歳児はまだその域には達していない。しかし，
「ど
を手に入れることにより，ことばへの気づきがより豊かに
こがおもしろいの？」という問いかけに「わからない」と
なる。豊かに育成されたことばへの気づきは母語と外国語
しか応じることができなかった 3 歳児との間には明確な違
の効果的運用を可能にし，それはことばへの気づき自体を
いが見られる。筆者はメタ言語意識の萌芽的形態とも言え
さらに豊かなものにしていく。そして，そのことばへの気
る，このような気づきをも含め，
「ことばへの気づき」と称
づきはたとえば語彙の充実のような形で母語を豊かにする。
している。
このような段階を経て，母語から始まり，母語に帰って
これまでに統語範疇（品詞）や句構造（階層構造）など
いく循環が形成される。この形成を目指すのが筆者の構想
についても同様の対面調査を行ってきたが，多くの場合，
する言語教育である。
学齢前の 5 歳ごろから気づきが始まり，学齢に達する 8 歳
最後に一言加えてこの論考を閉じる。
から 12 歳の間にその気づきがメタ言語意識へと開花してい
第 1 節でも述べたように，これまでの英語教育では，英
く。
文法の知識を十分な訓練によって運用に供することができ
次節では，ことばへの気づきを中核に据えた言語教育の
るようにする努力が欠けていることが多かったことは認め
構想について述べる。
ざるを得ない。筆者の構想する言語教育においてもこの点
３ 言語教育の構想−英語教育再生への提案
の反省をきちんと反映させるべきであることは明白である。
そうした努力の一環として，英語による英語の授業が展開
筆者が提案する言語教育の構想はつぎのように図示する
されることも有効である場合もあるだろう。ただ，大切な
ことができる。
点はまずは訓練によって定着すべき基本的な英文法をこの
節で述べたような手順で身につけさせておくことであり，
訓練のための訓練に終わることがあってはなんの意味もな
ことば
への
気づき
母語
いことを強調しておきたい。
外国語
参考文献
1. Benesse 教育研究開発センター . 2009．「第 1 回中学校英語に
母語と外国語の効果的運用
関 す る 基 本 調 査 報 告 書 」http://benesse.jp/berd/center/
open/report/chu_eigo/hon/index.html
2. Gleitman, LR, Gleitman H and Shipley EF. 1972. Cognition 1:
出発点は左上の矢印である。つまり，母語を利用して，
137-164.
［脚注］
１
この論考は，2011 年 7 月 9 日に東京女子医科大学で開催された第 14
回日本医学英語教育学会学術集会における特別講演“Integrating
English Education Into Language Education”の一部の要点を和文で
まとめたものである。
２
より根本的には「英語教育の目的についてのきちんとした議論が行
われていない」という点があるのだが，今回は紙幅の都合から，そ
の点については直接的には論じない。
22
020-022_責）医学英語Vol11-1_HMY.indd 22
３
「おおよそ」と注釈を加えたのは以下の 3 つの区別は便宜的なもので
あり，現実的には，たとえば，（狭義の）第二言語と外国語の要素を
共有する場合も存在するからである。
４
注意しなくてはならないのは，ここで必要とされるのは「文法概念」
であって，
「文法用語」ではないという点である。筆者は (2) に現れ
る文法用語を教えるべきだと主張しているのではない。
Journal of Medical English Education Vol. 11 No. 1
February 2012
12.3.15 2:01:37 PM
［EMP at Work］
Series editors:
Takayuki Oshimi
and Kinko Tamamaki
Tokyo Medical University
東京医科大学の医学英語教育は，医学分野で必要とされる英語のコミュニケーション能力の習得を目標とし，
臓器別学習による語彙・読解力の伸長と医療面接の技能向上に力を入れている。1・2 年次では，広く英語力
の向上を図る一般英語と共に，基礎的な医学英語の習得を目指し，3・4 年次では，日本語での臓器別臨床教
育の講義内容に沿って，より臨床・研究の現場に即した医学英語の習得を目標としている。
1. English for Medical Purposes Program
(as of December 2011)
begin their clinical studies. EMP 3 and 4 are
linked to the organ system-based clinical
Tokyo Medical University has two campuses:
education. This linking between EMP and the
the University Campus in Shinjuku at which the
parallel clinical studies program taught in
students do their first two and a half years of
Japanese enables students to develop English
study, and the Nishishinjuku campus located
skills directly relevant to what they are studying
adjacent to the university hospital at which they
in their clinical courses.
receive their clinical education. The English
courses for the 1st and 2nd year students are
2. Contents of the Courses
organized by the English Department. The
2.1. Original teaching material
courses for the 3rd and 4th year students are
In both EMP 1 and 2, English translation of
coordinated by the Department of International
the Tokyo Medical University Hospital News
Medical Communications (DIMC). English for
(information for patients on common diseases)
Medical Purposes (EMP) courses are required
is used as reading texts to introduce students to
in the first 4 years of the 6-year undergraduate
medical English. Comprehension exercises,
program.
anatomical diagrams and terminology focusing
on word parts accompany the reading. For the
1.1. Building the foundation (EMP 1 and 2)
Doctor-Patient Interviews in the 1st-year Oral
The 1st-year curriculum consists of 3 courses:
classes, a variety of material, including original
Oral, Reading, and EMP 1. Although not all the
scenarios, is used to build better communication
contents in the Oral and Reading classes are
skills with patients. While some teachers
related to medicine, medical-related
prepare a case themselves and have the
components, especially the Doctor-Patient
students act out doctor-patient interviews in
Interviews included in the Oral classes, develop
accordance with the case, some teachers make
students' communication skills in the medical
the students write their own scenarios in pairs
field. EMP 1 together with the general English
and act them out in front of the class.
courses, the Doctor-Patient Interviews and EMP
The core materials used in EMP 3 and 4 were
2 in the 2nd year are designed to build the
previously developed with a Gendai GP grant
foundation for the advanced studies in EMP 3
from the Ministry of Education, Culture. Sports,
and 4.
Science and Technology in 2004-2008. The first
of these, Clinical Concepts, consists of 18
1.2. Linking EMP with the clinical courses
modules of tailor-made reading texts written
(EMP 3 and 4)
especially for our EMP courses by clinicians at
From the second ter m of the 3rd year,
the three Tokyo Medical University hospitals.
students move to the Nishishinjuku Campus to
Selected Readings is another set of reading
Journal of Medical English Education Vol. 11 No. 1
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February 2012
23
12.3.15 2:02:28 PM
material used to familiarize students with the
but to ensure student-centered learning by
introduction sections of authentic research
helping students link what they learn in their
articles chosen from the New England Journal
clinical classes with the English classes.
of Medicine, provided to TMU at no charge. The
In Medical Interviews for EMP 3 and 4,
core material used for the EMP course referred
supplementar y activities and worksheets
to as Medical Interviews is a set of video
developed by DIMC are used to highlight the
r e c o r d i n g s o f g e n u i n e d o c t o r- p a t i e n t
structure and rationale of history taking before
conversations recorded by the University of
students are exposed to the recordings of
Leicester with accompanying transcripts and
genuine doctor-patient conversations. With an
questions developed by DIMC to prepare
understanding of the communicative strategies
students to better communicate in real-life
used by doctors, students are better able to
situations. The core materials are available on
focus on the most relevant points in the videos
the internet to all interested free of charge
of real-life consultations. Role-playing is an
(https://www.emp-tmu.net).
integral part of the lesson and the students are
encouraged to make use of the corresponding
2.2. Teaching methods
audiovisual material available on our EMP
EMP 1, 3 and 4 are taught in English by six
website.
instructors using the same material, and
meetings of the teaching staff are held regularly
2.3. Collaboration with the clinicians at our
to ensure unifor mity and to exchange
university hospital (EMP 3 and 4)
information concerning perceived effectiveness.
A special feature which assists in linking EMP
In EMP 2 and the Doctor-Patient Interviews in
to the clinical courses is the interaction with the
the 1st-year Oral classes, instructors are given
clinicians. A clinician specializing in the field
the freedom to design the lessons. As EMP 1
dealt with in Clinical Concepts is present in a
and 2 focus on checking comprehension and
monitoring room which is connected to all six
b u i l d i n g b a s i c m e d i c a l t e r m i n o l o g y,
classrooms via a 2-way audiovisual system.
supplementary material such as priority lists of
Each week, 2 to 3 students from each class
terms arranged by word parts are made by the
submit questions related to the reading material
teaching staff and provided to ensure
in English for correction by the instructors in
acquisition of basic terms. Learning
advance. In class, students rehearse the
expressions and role-playing using teacher-
questions before they ask the clinician their
made scenarios and student-made
scenarios are some of the activities in
t h e D o c t o r- P a t i e n t I n t e r v i e w s .
Videotaping students' performance
and peer evaluation enable students
to understand the spectrum and
importance of verbal and non-verbal
communication with patients.
I n E M P 3 a n d 4 , s m a l l g ro u p
activities and presentations form an
essential part of the lesson to
encourage student output in English.
To e n h a n c e u n d e r s t a n d i n g ,
supplementary material such as
analysis of the text structure and
pertinent photographs are presented
visually on a big screen. The role of
the instructor, however, is not to lecture
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A clinican answering questions over the 2-way andiovisual system（EMP3＆4）
Journal of Medical English Education Vol. 11 No. 1
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questions via the audiovisual system. To ensure
・Doctor-Patient Interviews (1st year): 12-18
accuracy of the clinical content, the clinicians
students/class. 90 minutes × 4-8 sessions (no.
respond in either English or Japanese
of classes vary according to the instructor) =
depending on their comfort level (in 2011
6-12 hours/year
roughly half of the clinicians responded in
・EMP 2: 20 students/class. 90 minutes × 4-8
E n g l i s h ) . W h i l e t h e re m a y b e s c o p e f o r
sessions (no. of classes vary according to the
reconsideration (e.g. language use and eliciting
instructor) = 6-12 hours/year
more impromptu questions), the presence of the
clinician is a valuable component for our 3rd
and 4th year students who have started their
・EMP 3: 20 students/class. 90 minutes × 10
sessions = 15 hours/year
・EMP 4: 20 students/class. 90 minutes × 17
sessions = 25.5 hours/year
clinical studies.
2.4. Assessment
Ruri Ashida
Students are assessed on class participation
Assiatant Professor
and exams. For EMP 1, to ensure the
acquisition of new concept and terminology of
English Department
Tokyo Medical University
6-1-1 Shinjuku, Shinjuku-ku, Tokyo, 160-8402
the 1st-year students, quizzes are given after
Phone: +81-3-3351-6141 (ext. 285)
each organ system as well as mid-term exams.
E-mail: r-ashida@tokyo-med.ac.jp
For EMP 3, e-lear ning post-lecture selfassessment quizzes are also given after each
Chieri Noda
Senior Lecturer
class.
Department of International Medical Communications
3. Class Size and Hours
・EMP 1: 20 students/class. 90 minutes × 27
sessions = 40.5 hours/year.
Tokyo Medical University
6-7-1 Nishishinjuku, Shinjuku-ku, Tokyo, 160-0023
Phone: +81-3-3342-6111 (ext. 63694)
E-mail: cn@imcc-tmu.jp
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［EMP at Work］
St. Luke’s College of Nursing
聖路加看護大学は聖路加国際病院との関連もあり，創立当時から英語教育が重視されてきた。本学の英語教
育の目標は，一般英語の確かな基礎力に加えて，医療・看護に関する教材を通してその分野の語彙・表現を習
得することで国際的にも対応できる看護師を養成することである。卒業に必要な英語の単位は 8 ∼ 10 であり，
出欠も看護の専門科目より厳しい。2011 年度，カリキュラムを改定し現在は 2 年生以上の旧カリキュラム
と並行して行われている。改定の主な点は，数多く提供されていた一般英語の選択科目を減らし，その代わり
に必修科目を少人数のクラスに編成しなおした。提供される英語の授業の半数以上が看護関連の内容を扱って
おり，基礎力の徹底と専門科目により近い英語に触れるような内容にした。
1. Name, Location, and History
nursing vocabulary and expressions.
St. Luke’s College of Nursing in Chuo-ku,
During the first two years students need to
Tokyo was founded in 1920 by Dr. Rudolf B.
have at least two English classes per week. Half
Teusler, a Christian missionary physician. The
of those classes are conducted in English by
aim of Teusler’s nursing education program was
native English speakers and many Japanese
to provide not only professional training, but
teachers use English as the in-class language
also to give nurses social awareness and an
as well. Half of the courses deal to some extent
a p p re c i a t i o n f o r h u m a n i t y, s o c i e t y a n d
with nursing-related content. All classes have
Christianity. Throughout its 90-year history, the
fewer than 20 students. Students are required to
school has endeavored to provide advanced
attend four-fifths of the English classes in order
courses in nursing and to raise the general level
to pass.
of nursing practice. In order to realize the vision
In 2011 we implemented a new curriculum for
of its founder and the aims of the college, it has
freshmen, so, at present the new curriculum
dedicated itself entirely to nursing education,
runs parallel to the old one.
and it, therefore, has a single faculty and a
s i n g l e d e p a r t m e n t — n u r s i n g . A M a s t e r ’s
3. English Faculty
program was added in 1980, and a doctoral
Full-time tenured positions: 1 Japanese,
program in 1988. As well as nurses, the college
1 American
has provided the nursing profession with many
・Professor (Haruko Hishida)
talented leaders and teachers.
・Assistant Professor (Jeffrey Huffman)
Six part-time lecturers:
2. English Education
The College of Nursing is associated with the
・4 Japanese
・2 native speakers of English
one hundred-year-old St. Luke’s International
Hospital. It has always placed an emphasis on
4. Number of Students
English education. The overall objective of our
First year students: 70
English education is to help students be
Second, third and fourth year students: 90 each
prepared in English for their future career in
5. English Curriculum (in transition)
nursing.
Like many universities, most English classes
The old curriculum has six required English
are provided within the framework of the liberal
courses and nine electives. However, upper
arts. Besides general English, students are
classmen are not well distributed, which means
required to acquire knowledge of medical/
that not many third or fourth year students take
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any English courses. Therefore, in the new
One-credit classes
curriculum, instead of providing many elective
1. General English: 90 minutes/week × 15
courses, we decided that, in order to promote
the acquisition of a better general foundation, it
will be good to teach the required courses in
smaller classes.
sessions for the first-year
2. English III-A: 90 minutes/week × 15 sessions
for the first-year
3. English III-B: 90 minutes/week × 15 sessions
for the second-year
5.1. The current curriculum for first-year
4. Reading A: 90 minutes/week × 15 sessions
for the second-year
students
E i g h t E n g l i s h c re d i t s a re re q u i re d f o r
graduation. Four elective English classes are
provided in addition to the six required classes.
5. Reading B: 90 minutes/week × 15 sessions
for the third-year
6. English III-S: 90 minutes/week × 15 sessions
for the second-year
Compulsory classes: eight credits all together
1. English I: 90 minutes/week × 30 sessions.
7. English III-W: 90 minutes/week × 15 sessions
for the third-year
17-18 students
2. English I-S: 90 minutes/week × 15 sessions.
17-18 students
Two-credit classes
8. Cross-cultural communication: 90 minutes/
3. English I-W: 90 minutes/week × 15 sessions.
17-18 students
week × 15 sessions for the third-year
9. Intensive English Seminar abroad: three full
4. English II: 90 minutes/week × 30 sessions.
weeks mainly for the first-year
17-18 students
5. English II-S: 90 minutes/week × 15 sessions.
6. The New Curriculum
First year
17-18 students
6.English II-W: 90 minutes/week × 15 sessions.)
・English I: Divided into two parts: extensive
reading and intensive reading.
17-18 students
⑴ Extensive reading class: to increase the
Electives: one credit each
students' confidence in reading in English
1. Elective English I: 90 minutes/week × 15
and gradually improve reading
sessions. Ten students in 2011
2. Elective English II: 90 minutes/week × 15
sessions. Around 10 students
3. Elective English III: 90 minutes/week × 15
sessions. Around 10 students
comprehension as well as overall English
proficiency in the four skills. Students read
extensively and continuously, choosing levelappropriate books from the in-class library.
⑵ Intensive reading class: to acquire basic
nursing terms and expressions (Textbook:
Electives: two credits
Nursing Terms and Expressions Everybody
4. Intensive English Seminar abroad: three full
Uses), and become familiar with reading
weeks. 5-10 students
material related to nursing topics (Chicken
Soup for the Nurse’s Soul).
5.2. The curriculum for the current second, third,
・English I-S: to improve listening and speaking
and fourth-year students
skills with a focus on language related to
Te n E n g l i s h c r e d i t s a r e r e q u i r e d f o r
nursing and the hospital environment (Nursing
graduation. In addition to the six required
English Conversation).
courses mentioned above, students need to
・English I-W: to enhance writing skills:
take one or two of the nine elective courses
narrative writing, descriptive writing, process
below depending on the number of credits they
writing, expository writing, etc. (Writing
have:
Power).
・Elective English I: to learn the structure of the
human body as well as related medical terms.
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Students learn how to make a presentation
(Body Machine) using PowerPoint.
7. The old curriculum
Except for the class size, the required classes
・Intensive English Seminar abroad: three
are basically the same as the ones in the new
weeks of campus life at McGill University in
curriculum. Most of the nine elective classes are
Montreal, Canada. In addition to English
for general English, but some include reading
language instruction, students improve their
nursing topics and English nursing journals.
re a l - l i f e c o m m u n i c a t i o n s k i l l s t h ro u g h
immersion in an English speaking environment.
8. Evaluation
At the end of each semester, students fill out
Second year
an evaluation form for each class and their
・English II: Divided into two parts: general
responses are made available to everyone on
English and English for health care.
campus.
⑴ General English: to improve reading skills
Though we have not yet had any feedback on
and vocabulary acquisition (Breathless, The
our new curriculum which has just started this
House on Mango Street)
year, we feel that the aim of having most
⑵ English for health care: to acquire nursing
students acquire a strong general foundation in
terms and become familiar with nursing and
English is accomplishable.
medical topics.（看護英語読解 15 のポイント ）
Since more than half of our courses use
・English II-S: to develop the students’ nursing-
textbooks which deal with nursing or medical
oriented English language interactions
content, our students should become
through a variety of activities. (Nursing English
adequately competent in nursing English.
Conversation, continued).
・English II-W: along with the grammar review,
the students write their own autobiography.
・Elective English II: in planning
Hishida Haruko, Professor
Jeffrey Huffman, Assistant Professor
English Department
St. Luke’s College of Nursing
Third year
10-1 Akashi-cho, Chuo Ward
・Elective English III: in planning
Tokyo 104-0044 Japan
Tel/Fax: ＋ 81-3-5550-2278（direct dial-in）
haruko-hishida@slcn.ac.jp
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From The Write Stuff
Now we're old and gray Fernando
Since many years I haven't seen a rifle in your hand
Can you hear the drums Fernando?
Do you still recall the faithful night we crossed the Rio Grande?
I can see it in your eyes
How proud you were to fight for freedom in this land
from "Fernando" (Written by Benny Andersson and Björn Ulvaeus, Performed by ABBA)
Prepositions and Their Role in Abba's Downfall
Neville W. Goodman
[Reprinted with permission from The Write Stuff, Vol. 20, No. 3 (2011) pp. 157-158.]
Grammar is one thing; but idiom is another.
or two others, and prepositional phrases, is more or less
I took the entrance examination for Manchester
true); or they would know that, in ‘the cat sat on the mat’,
Grammar School, a class of higher education—the direct
on was a preposition but without knowing a definition.
grant school—that has disappeared from the British
Fewer than one in ten medical students could tell me that
scene, in 1959 aged 11. There was always a question in
a preposition was a word that related parts of sentences,
the English paper requiring candidates to “write a single
usually in time and space: at their simplest, as with the
sentence composed of par ts of speech in the order
cat on the mat, prepositions relate nouns one to another.
given.” That year, the parts and order were preposition,
So almost all the medical students that I taught would
adjective, common noun, pronoun, verb, proper noun,
have failed my entrance examination in English at the
adverb, and finally adverb. Judging from the other four
first word.
questions in that section of the paper, about five minutes
Unfortunately, a knowledge of grammar doesn’t help
wer e allowed to find the eight par ts of speech.
much with knowing which preposition to use, because
Magnanimously, the rubric allowed candidates to “Put a
idiom and usage are more important than grammar. How
dash where you cannot supply a word.”
would you explain to Abba that, “Now we’re old and grey
In Britain, the teaching of grammar was largely
Fernando, since many years I haven’t seen a rifle in your
abandoned in the 60s and 70s, but has since enjoyed a
hand” (something a native English speaker would never
resurgence. The idea that grammar restricts the
say) is wrong? [And see note below.]
imaginative use of language—which I always thought a
It would be nice to refer to a set of rules that govern
preposterous and lazy argument—has been successfully
prepositions, but there isn’t one. Knowing that using an
rebutted, not to encourage prescription in language, but
incorrect preposition is a common error when moving
to enable description. The effect of grammar’s former
between languages, I looked to French, but it’s the same
abandonment can be judged from my experience with
there: the grammar book I found said, exclamation mark
medical students. Between 1983 and 2007, I taught
included, “The use of French prepositions can be
anaesthetics to 25 students a year in small group
particularly idiomatic and is frequently a source of error
teaching (the only teaching that is really worthwhile),
amongst English speakers as there are so many faux
giving a series of four tutorials to groups of four or five
amis. The foolproof answer is to learn them individually!”
students. Once having gained their confidence, at some
Bearing these comments in mind, here are some
time during the third tutorial I would find an excuse to
words that cause prepositional difficulty.
ask them if they knew what a preposition was. The
DIFFERENT: to, from or than? The verb to differ takes
question was always met by embarrassment. Rightly,
from (one differs from the other), so dif ferent from is
because half the students had not a clue. Sometimes, one
never wrong. Different to is UK usage (30% of the time in
or two in each group would venture that prepositions
writing and 10% in speech [1]), but a good copy editor
were little words (which, ignoring underneath and one
will change it. Five per cent of the BMJ’s differents are
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From The Write Stuff
followed by to. Dif ferent than is USA usage, but
with/by acrylic. Substitute (put in the place of) takes for:
predominantly in speech (30%): different from is used
we substituted acrylic for plaster of Paris. The OED [3]
90% of the time in USA writing [1]. Dif ferent than is
records that, more recently, substitute has been used
useful when the sense is from what: this is different than
incorrectly for replace, when it could take with, but a
I wanted.
copy editor should substitute replace for substitute. I
COMPARE: with or to? Comparisons are one with
doubt that our second language speaker would be any
another. Compare to means liken to. As Bill Bryson [2]
the wiser.
puts it: “ ‘He compared London to New York’ means that
When substituted appears in the BMJ, it is usually
he felt London to be similar to New York. ‘He compared
followed correctly by for; when followed by by or with,
London with New York’ means that he assessed the two
substituted should have been replaced.
cities’ relative merits.” Nonetheless, many people use
RISK: of, for, to or over? The risk is to or for the individual
compare to wrongly for compare with, and the subtlety of
of the disease over a period of time: the risk to/for women
compare meaning liken may go the way of disinterested
of stroke over ten years. The choice of risk to or risk for the
meaning impartial. Five per cent of the BMJ’s compares
individual is possibly a matter of taking the risk or having
are followed by to, mostly incorrectly. Compare is often
it imposed: the risk for me of walking in the hills is less
used in the compound preposition in comparison with,
than the risk to Jane of stroke. I consider that risk for the
which is unnecessary.
disease (the risk for stroke) is wrong, but 7% of BMJ
SIMILAR: with or to? As it says in WikiAnswers: “In the
writers use it. I could understand a non-English speaker
English language, ‘similar to’ is the customar y
writing the risk over stroke in women; I’m sure they would
constr uction. That’s just the way it is.” Bill Br yson
be understood, but it is incorrect.
agrees (see above). However, while one drug is similar to
INFECT : with or by? People are infected with an
another, the results are similar with both drugs. Similar as,
organism (influenza virus) but by a process (not washing
apparently an error made by German-speakers, is wrong
your hands).
except when comparing similarities: They are as similar
DIAGNOSE: with or by? There is a tendency to use with
as we are.
for as having: he was diagnosed with hypertension. I think
CONTRAST: with or to? WikiAnswers advises that “to is
this is as sloppy as using like for as if, and my objecting
used when the difference is being emphasized,” while
to it is probably just as ineffective. Otherwise, diagnose
the OED [3] records the meaning “exhibit a striking
w i t h a device (h y p e r t e n s i o n i s d i a g n o s e d w i t h a
difference on comparison (with).” In the BMJ, almost all
sphygmomanometer) but by a process (hyper tension is
occurrences are This contrasts with. The compound
diagnosed by sphygmomanometry).
preposition exists in both forms, in contrast to nearly
TREAT: with or by? My preference [4] is to treat with a
three times as commonly as in contrast with. Both forms
dr ug and by a course of action: with penicillin, by
can almost always be replaced by unlike.
physiotherapy; and always by the doctor or by the
CORRELATES: with or to? The OED [3] says “with,
physiotherapist. Treat can also take as (he was treated as
rarely to.” If you want an example to provide a logical
a fool), and to (he was treated to an ice cream). We are
explanation, a taller person is expected to be heavier:
now getting into the realm of the phrasal verb, one of the
weight goes up with height.
wonders of the English language, and the reason that set
CONNECT: with or to? I have never written connect
has the longest entry of all words in the dictionary.
with, but with is appropriate if connect is used in the
sense of associated. I suspect this usage is more likely in
business than medicine. In connection with is
Neville W Goodman
unnecessary.
Retired Anaesthetist
REPLACE: with or by? SUBSTITUTE: with, by or for? You
Bristol, UK
can have hours of fun looking on the internet for answers
nevwgoodman@mac.com
to all these questions about prepositions. After one such
answer, to replace with or replace by, came the plea, “Still
not clear. English being a second language, this is very
References
difficult to understand.” Indeed. Replace (take the place
I used http://wiki.answers.com/ and http://www.bmj.com/search
of) takes either with or by: we replaced plaster of Paris
freely.
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Prepositions and Their Role in Abba’s Downfall
1. http://alt-usage-english.org/excerpts/fxdiffer.html
held a rifle since many years’, in ‘he has not held a rifle since he
2. Bryson B. Troublesome words, 3rd ed. London: Penguin, 2002,
dropped one’, since is correct but is a conjunction. What confused
p39.
me was the role of since in ‘he has not held a rifle since dropping
3. Oxford English Dictionary Second Edition (CD-ROM, Version
4.0.0.3). Oxford: OUP, 2009.
4. Goodman NW, Edwards MB. Medical writing: a prescription for
clarity, 3rd ed. Cambridge: CUP, 2006, p126.
one’. I thought it was here a correct preposition, and I e-mailed
Professor David Cr ystal. He replied that since is a conjunction
because dropping one is a non-finite clause. Without going into the
details of our correspondence, part of his answer admitted that
“analyses start to get complicated, as the constructions can be
analysed in different ways,” which encouraged me greatly.
Note
An added complication is that prepositions introduce phrases, not
clauses. So while since is an incorrect preposition in ‘he has not
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032-033_責）医学英語Vol11-1_HMY 12.3.15 2:13 PM ページ32
[Letter]
日本医学英語検定試験と責務相反
一杉正仁,* 安藤千春 **
* 獨協医科大学法医学講座，** 獨協医科大学国際交流室
J Med Eng Educ (2012) 11(1): 32-33
われわれ日本医学英語教育学会では，日本医学英語検定
なブラッシュアップを経ている。その結果，良質の問題が
試験（以下，医英検と略す）の運営が一大事業となってい
作成・提供されているが，試験の質については科学的にも
るが，会員諸氏には是非とも医英検と責務相反の問題を御
検証されている。3-5 これは，本学会が医学英語を用いる現
理解頂きたいと考え，筆をとらせて頂いた。
場で活躍している第一線の会員，ならびに教育・研究活動
利益相反（Conflict of Interest）という言葉がある。広義
の利益相反には，「狭義の利益相反」と「責務相反」の双方
に深く取り組んでいる会員で構成されている故に成し遂げ
られていることである。
が含まれる。責務相反とは，兼業活動により複数の職務遂
会員各位におかれては，日々，さまざまな分野において
行責任が存在することにより，本務における判断が損なわ
医学英語の教育活動に従事されている。すなわち，大学や
れる，本務を怠った状態になっている，またはそのような
専門学校などでの医学英語教育，医学英語の普及や推進に
状態にあると第三者から懸念が表明されかねない事態をい
関する研究，セミナーや講演等の演者などである。これら
1
う。 さて，ここで一例を挙げる。本年元旦における，某新
の活動が活発に行われることは，医学英語教育の普及や推
聞の一面見出しは，｢安全委 24 人に 8500 万円，原子力業界
進となり，もって，学会の発展に寄与することであり，大
から｣というものであった。これは，東京電力福島第一原発
いに推奨されるべきことである。しかし，一方で，複数の
事故時に，中立的な立場で国や原子力業界を指導する権限
業務が実施される場合，関連する個人，機関それぞれの利
を持つ，内閣府原子力安全委員会の委員のうち 24 人が，過
益が衝突することが生じ得る。医英検で最も重要なことは，
去 5 年間に原子力関連の企業や業界団体から計 8500 万円の
医英検の透明性を確保し，信頼性を維持することである。
寄付を受けていたということである。客観的にみても，公
これについては，文部科学省による，「検定試験の評価ガイ
平・中立な審査がされるか疑問を抱かれるのは当然であろ
ドライン（試案）について」においても以下のように記さ
う。上記の寄付を受けていた委員は，｢審査に寄付の影響は
れている6 ：「適正かつ公正で透明性の高い検定試験を実施
ない｣と答えているそうであるが，このような事実があるこ
するため，…（中略）…関係者の間で共通理解を得ること
と自体，すでに信頼性は失われている。明らかに，「第三者
が重要である」；「試験問題・解答等の秘密性の高い情報
から懸念が表明されかねない事態」である。もちろん，こ
が実施前に流出することのないよう…（中略）…，情報管
のような関係がある人を委員として任命した側にも問題が
理を徹底する対策を講じることが求められる」
。
あろう。利益相反に対する認識が甘いと言わざるを得ない。
利益相反という言葉には，実際に弊害が生じていなくとも，
医英検は，医学・医療の現場で必要とされる実践的な英
弊害が生じているかの如くみられる状況も含まれる。した
語運用能力が総合的に評価される試験である。2 2007 年に 3
がって，医英検に多少なりとも関係している方々が，無用
級及び 4 級に対する 2 回のパイロット試験が行われ，2008
な疑いをかけられること，混乱に巻き込まれることは個人
年から正式実施となっている。問題の作成，試験の実施，
ならびに本学会に対しても不名誉なことである。したがっ
評価等においては，多くの会員の尽力で支えられている。
て，これらを回避するために以下をお勧めしたい。
特に問題作成にあたっては，経験豊富な一部の会員の素案
● 医英検に直接ならびに間接的に関与している方々が行
作成に始まり，そして当該委員会の委員複数名による綿密
う教育・講演活動で，医英検の内容に抵触する可能性
がある場合は，事前に学会倫理委員会への申請をお願
いしたい。なお，日常の教育活動等で，医英検受験を
Corresponding author:
推奨して頂く場合は，これに該当しない。申請におい
一杉正仁
〒 321-0293 栃木県下都賀郡壬生町北小林 880
獨協医科大学法医学講座 准教授
ては，当該活動の日時，場所に加え，目的及び簡単な
内容を添えて頂く。
Tel: 0282-87-2135
● 上記の手続きは，医英検の透明性や信頼性を確保する
Fax: 0282-86-7678
ことを目的とする。したがって，申請者の活動を妨げ
E-mail: hitosugi@dokkyomed.ac.jp
るものではない。
32
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日本医学英語検定試験と責務相反
● 学会の委員会等で行われている解析や活動を公表する
際には，別途委員会での取り決めに従うものとする。
参考文献
1. 厚生労働省. 2008．厚生労働科学研究における利益相反
（Conflict of Interest: COI）の管理に関する指針, 平成 20 年 3
これまで学会では，さまざまな側面から検定試験の質や
月 31 日科発第 0331001 号厚生科学課長決定．
信頼性の向上に努めてきた。受験者や医学・医療現場で活
動する多くの方の信頼や安心を得るうえで，これらをより
2. 日本医学英語教育学会．2007．医学英語検定試験 3 ・ 4 級教
本, 東京, メジカルビュー社．
盤石なものにする必要があろう。そして，その結果，医英
検の利用促進と活性化につながると考える。会員諸氏にお
3.
Hitosugi M, Shimizu M, Barron JP, Ando C, et al. 2009. Analysis of the Result of the First Pilot Examinations for Proficiency
かれては，医英検の信頼性確保のために以上の内容を御留
in English for Medical Purposes . Journal of Medical English
意頂ければ幸いである。最後に，医英検が，医学英語運用
Education 8: 17-20.
能力をはかる指標として広く機能すること，そして進学，
4. Hitosugi M, Ando C, Shimizu M, Barron JP, et al. 2009.
就職，昇格などにおいて何らかの付加価値になることを期
Improvement of the Quality of the Examination for Proficiency
待して止まない。
in English for Medical Purposes. Journal of Medical English
Education 8: 104-108.
5. Hitosugi M, Hattori S, Kageyama I, Shimizu M and Nishizawa
S. 2011. Importance of Subjective Evaluations by Candidates in
the Examinations for Proficiency in English for Medical Purposes. Journal of Medical English Education 10: 84-87.
6. 検定試験の評価の在り方に関する有識者会議. 2010．「検定試
験の評価ガイドライン（試案）」について（検討のまとめ）,
東京, 文部科学省．
Journal of Medical English Education Vol. 11 No. 1
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Writing Tips
A Little Mistake Can Go a Long Way
Reuben M. Gerling
A recently published article claimed that ‘Beriberi was a very popular disease in Meiji Japan’.
It is always nice to learn about the things the Japanese of earlier generations enjoyed most,
although why this should be a medical problem is unclear. If something is popular, many people
seek it, like drugs or pornography in our day and age. Those who desire to make it into a problem are just out to spoil the fun. However, the word the authors of the paper needed was common as the early 20th century Japanese did not enjoy their daily dose of beriberi rather, their
diet did not contain enough vitamin B.
Another writer tells us that, ‘It was the aim of this study to critically analyse the outcome of
patients with alcoholic cirrhosis transplanted at our centre’. We need, of course, congratulate the
authors for critically analyzing the data. Others, I presume do analyze the data as well, but not
critically; uncritically, perhaps, or discrtically? The reader will ask what was special about this
analysis that it is labeled as ‘critical’, a word that can have a quite specific clinical meaning, that
other analyses do not do.
With the word processor we are on safe grounds as wrong words are underlined, at least
when misspelled; e.g. on my word processor the word discrtically above is underlined in red
whereas the word uncritically is not. Thus, at least when a word is misspelled we can notice it.
Using a medical dictionary in association with the word processor allows us to verify words that
would normally be underlined for wrong spelling but are medical. When, however, misspelling
results in another English word, a spelling checker will not notice it. Thus, in the following sentence, Myosis of the orbital apex is often fetal it is the word myosis that, being medical, is underlined as not correctly spelled, and will attract the attention of the spelling checker. Yet it is the
word fetal that is the problem, it should be fatal; whereas in the following, a 57-year-old woman
presented with ocular mortality will pass with flying colours, but, unfortunately it is incorrect and
hopefully clinicians will ignore its implications. The woman in question had ocular motility.
Most journals will edit the submissions they accept and medical journal publishers, as part of
their fleecing practices, charge top fees for editing the works they get (many times already edited at least twice). Yet still some curiosities make it into print (all the examples here are from
published articles). Observe the following, for example, from the World Journal of Gastroenterology, Based on current information it seems mikely that multiple factors, both intra and extracellular, may function together, it is rather likely that mikely should be likely.
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Writing Tips
Medical publications provide a continuous flow of information about the latest findings. Clinicians, in particular, depend on these to update the knowledge they apply to their treatment of
patients. The sheer amount of publications means that most articles are scanned (critically?) by
the readers rather than read carefully. The danger is, therefore, that small alterations in the
vocabulary or expressions will result in false information that can, at times, end in unfortunate
mistakes.
Journal of Medical English Education Vol. 11 No. 1
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編集後記
新しい編集体制の基で日本医学英語教育学会誌 11 号 1 巻は発行されました。これまで以上の充実し
た誌面を目指して編集委員が増えました。先号から EMP at Work が新しいシリーズとして始まりまし
た。この記事は各校の医学英語教育の紹介です。他校の医学英語教育を知る機会は多くないので大変
楽しみな企画です。毎号 2 校ずつ掲載予定ですが，医科大学 80 校，看護系大学 193 校全ての紹介が終
わるには何十年もかかってしまいます。編集委員会の手腕が問われそうです。そのほか，昨年の学術
集会で好評を博した大津由紀雄先生の講演論文，教育法についての論文，前置詞の難しさについての
The Write Stuff 引用論文，医学英語検定試験についてのレターなど興味深い論文・記事満載の一冊とな
っています。
学会誌として重要なのは原著論文であります。医学英語教育の中で研究を行い論文にすることはな
かなか大変です。しかし毎年の学術集会では様々な研究成果が発表されますので，発表された方は是
非論文としてまとめ本誌に投稿いただければと思います。大学教員の研究業績の公開が義務づけられ
る時代です。学会誌としては発表された論文が広く世界に発信されることも重要です。新たな編集体
制で本誌の公開方法についても検討していきたいと思います。会員読者の皆様には，引き続き本誌の
発展へのご支援をよろしくお願いいたします。
日本医学英語教育学会誌
Japanese Editor
吉岡俊正
（東京女子医科大学医学部医学教育学）
How to submit papers to the Journal of Medical English Education
The Journal of Medical English Education welcomes well written, innovative papers on a wide range of subjects
that relate to medical English and its teaching.
Prospective authors should consult first the Guidelines for Authors, which appears on every other issue and
are available online at <http://www.medicalview.co.jp/jasmee/index.shtlm> to ascertain that their work conforms
to the format approved by the journal. The complete papers can be sent to the editorial offices at <jasmee@
medicalview.co.jp>. A submission consent form, available at the end of each issue of the journal, should be completed and signed by the authors and sent by mail to the editorial offices at <The Journal of Medical English Education, Medical View, 2-30 Ichigaya-hommuracho, Shinjuku-ku, Tokyo 162-0845, Japan>. No submission will be
published without the receipt of a completed and signed consent form.
38
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Guidelines for Authors Submitting Manuscripts to the Journal of Medical English Education
1. Article categories and Journal aims
in the order agreed upon by the authors, without
The Journal of Medical English Education, the official
academic degrees. Use asterisks to designate
publication of the Japan Society for Medical English Edu-
authors from more than one institution; the asterisk
cation (JASMEE), is interested in articles on English
goes after the author’s name and after the comma
education for medical purposes, including clinical medi-
(example: Jun SUZUKI, * Arnold PALMER** and
cine, nursing, rehabilitation, research, international med-
Helen KELLER*). Include full names of the institu-
ical activities such as reading and writing medical papers,
tions and departments where the research was
making oral presentations, participating in forums, semi-
done, city and prefecture (state and country if out-
nars, symposia, workshops, international conferences
side Japan). If authors are from different institu-
and continuing professional education. Categories are
tions, put the appropriate number of asterisks
Special Article, Original Article (research), Original Arti-
before the institution name. Include the following
cle (teaching methods), Short Communication
information for all authors: e-mail address, tele-
(research), Short Communication (teaching methods),
phone and fax number (example: *ABC Medical
and Letter. The Special Article is by invitation from the
University, English Department, Nanai, Hokkaido;
editor or is the address by a guest speaker or symposium
**XYZ Medical University, School of Nursing,
participant at the annual JASMEE conference.
Gunma).
3.3. Keywords: Include a maximum of six keywords or
2. Preparing the manuscript
short phrases that would help in indexing the
2.1. Articles may be submitted either in English or
article.
Japanese.
3.4. Corresponding author: Write the name of the
2.2. The manuscript should be prepared with MS Word.
author (with job title, e.g., Professor, M.D.) who will
2.3. Use page layout 25-to-26 lines per A4 page, 12-point
handle correspondence throughout the editorial
typeface of a common font such as Century.
process with the university and department affilia-
Margins: Left 30 mm; Right 25 mm;
tion, full address, telephone and fax numbers and e-
Top 30 mm; Bottom 25 mm.
Maximum length: 20-24 pages, including the title
page, text, figures, tables and references
mail address.
3.5. If part of the paper was presented orally or as a
poster at a meeting, put the title of the meeting,
2.4. Number all pages consecutively, beginning with the
sponsoring organization, exact date(s) and the city
title page as p. 1 and including each page that has a
where the meeting was held at the bottom of the
table or figure.
title page.
2.5. Submit the manuscript in normal page layout without the tracking protection tool.
2.6. Do not use footnotes, op cit, or ibid.
4. Abstract
4.1. A maximum of 250 words (about one A4-size page).
May be in 11-point typeface, if necessary, to contain
the abstract on a single page.
3. Title Page
Order of information on the title page:
3.1. A concise, informative title, centered near the top of
st
the page. The 1 line of the title ought to be slightly
nd
4.2. On the same page, state the background in one or
two sentences (see 7.3 below), objective of the
investigation in one sentence, then describe the
line. Avoid abbreviations and
methods (study design, study population, protocol)
formulae where possible. For example, instead of
in the past tense; results (main findings or major
SLA, write Second-language Acquisition. A subtitle
contribution) in the past tense; and finally the con-
is seldom necessary, as the key information can
clusions (or recommendations) in the present tense.
usually be included in the base title.
Be concrete and avoid stating merely, “... was inves-
longer than the 2
3.2. Authors’ names and affiliations: Write the full names
tigated” or “This paper describes ....”
Journal of Medical English Education Vol. 11 No. 1
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5. English
7. Arrangement of the article
5.1. Use either American or British English, but do not
7.1. Divide your article into clearly defined and/or num-
mix the two.
bered sections. Subsections may be numbered 1.1
5.2. Indent the first line of each new paragraph.
5.3. Abbreviations should be kept to a minimum and
(then 1.1.1, 1.1.2) etc.
7.2. Each subsection should be given a short heading.
spelled out at first mention, giving the full term first,
Subsections are helpful for cross-referencing within
followed by the abbreviation in parentheses.
the paper. Instead of just saying, “... as mentioned
Example: English as a foreign language (EFL). In
above,” try to guide the reader by saying “... as
both humanities and natural science, e.g. (for exam-
shown in 1.1.3 above” or “as aforementioned
ple) and i.e. (that is, namely) are preceded and fol-
(1.1.3),” or “as explained under Evaluation above.”
lowed by a comma. Standard metric units (mm, cm,
7.3. Introduction: First, give the general topic or territo-
μL, L, mg) can be used without definition but must
ry, of the research in one or two sentences.
be accompanied by a numeral; symbols and metric
Example: How to help students hone their English lis-
units do not take a period. Common units such as
tening skills is a standing concern of teach-
sec, min, h (units of time do not use the plural form)
ers, and especially for those teaching med-
are used only in combination with a numeral.
ical students. After that, explain your ratio-
Example: The test was 80 min long. But not “The
nale and lead up to the problem the paper
test took several min.” Abbreviations that can be con-
is addressing, then state the objective of
fused with an existing word, such as in. for inch,
your research or of your classroom
require a period.
approach. References are necessary in the
5.4. Reference citation. Cite each reference as a super-
introduction, but subheads are not (if you
script number matching the number in the Refer-
think subheads are needed, your Intro-
ences section of your paper. The superscript cita-
duction is probably too long).
tions usually appear, without parentheses, at the
7.4. Methods: In the past tense, briefly describe your
end of the sentence, the end of the paragraph, or
study design or classroom trial. Tell explicitly what
the end of a quotation. If more than one is used, the
was done, how many students were involved, what
superscripts are separated by a comma but no
academic year they were in, what materials were
space. The superscript goes after the comma or
used, how much time the study took (from when to
period.
when, if appropriate). Subheads are helpful in a
5.5. Author-and-date citation in parenthesis, i.e., the Har-
lengthy methods’ section.
vard system, known also as the American Psycho-
7.5. Results: (Results and discussion may be a single
logical Association (APA) system, is not used by
division of the paper, depending on author's prefer-
this Journal now.
ence.) Although each result is stated in the past
tense, the discussion and generalization of the
results are in the present or present progressive
6. Japanese
Japanese text may be written in 10.5-point or 11-point
tense.
throughout the manuscript. Otherwise when writing an
7.6. Conclusion: The conclusion is usually the last subdi-
article in Japanese, follow the English guidelines in addi-
vision or final paragraph of the discussion, but a
tion to providing English in the following 4 instances: (1)
separate conclusion is possible. The conclusion is
English title following the Japanese title, (2) author’s
not a repetition of the results but a (present-tense)
name(s) in Roman characters following the name(s) writ-
generalization derived from the results.
ten in Japanese, (3) institution(s) and department(s) in
7.7. Acknowledgments: If you express appreciation to
Roman characters just below the same author affilia-
someone for help with the data collection, analysis,
tion(s) in Japanese, (4) abstract in English only.
manuscript or for a grant, a brief acknowledgments
section is appropriate between the main text of the
paper and the references.
40
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7.8. Figure legends, tables, figures—in that order—may
9. Submission of the paper
be collated at the end of the article, provided the
9.1. A manuscript will be considered for publication with
text is marked to indicate the approximate location
the understanding that it is being submitted solely
where each figure and table is intended. Number
to the Journal of Medical English Education and that
the tables consecutively according to their order of
all pertinent sources of support and information
mention in the text and write a short title for each.
have been acknowledged. Submission of an article
Place table footnotes immediately below the table.
implies that the work has not been published else-
Vertical lines are not necessary inside the table
where (except perhaps as an abstract in a confer-
except in special cases. For figures embedded in the
ence program or proceedings) and that the work
text, put the figure number and legend beneath
does, in fact, belong to the author(s) named on the
each figure.
title page.
9.2. Submit the manuscript by e-mail attachment to
<jasmee@medicalview.co.jp>.
8. References
8.1. Switch off any automated reference manager, such
9.3. If the manuscript cannot be sent by e-mail attach-
as EndNote, ProCite or any other software you may
ment, then send the file on a CD accompanied by
have used, thus allowing editors to make stylistic
three sets of the printed manuscript, to:
conformation of the references if necessary.
8.2. The journal uses the Vancouver style of referencing.
Editorial Section, JMEE,
Medical View Co., Ltd.
For details, please consult the following:
2-30 Ichigaya-honmuracho, Shinjuku-ku
http://www.biomedicaleditor.com/vancouver-
Tokyo 162-0845, JAPAN
style.html; or
Phone +81-3-5228-2274 Fax +81-3-5228-2062
http://www.nlm.nih.gov/bsd/uniform_
E-mail jasmee@medicalview.co.jp
These materials will not be returned unless a return
requirements.html.
8.3. Japanese references: Preferred: If your article is
envelope and sufficient postage are provided.
written in English, then in your references put the
9.4. The “Transfer of Copyright” must be signed by all
Japanese author names in Roman characters and
authors and sent to the JASMEE office (9.3 above)
paraphrase the title of the article referred to. At the
by regular post. The Consent of Submission form
end, say In Japanese (Example 1). Alternative: Cur-
appears near the end of each issue of the Journal.
rently, the references may use either Japanese or
9.5. The authors are responsible for obtaining written
Roman characters; even if you write the reference in
permission to reproduce material that has been pub-
Japanese characters (Example 2), enter it into the
lished or that involves the property or privacy of
single list of References either by citation order or
anyone other than the authors. Infringement or vio-
by alphabet and number.
lation of rights includes the use of copyrighted
Example 1. Hishida H and Hirano M. 2003. Teach-
materials such as figures or tables, the use of pho-
ing material using Web site information
tographs that may identify an individual and quota-
on nursing. Medical English 4(2): 41–
tion of unpublished results or private communica-
44. In Japanese.
tions.
Example 2. 井上真紀，佐藤利哉，神田和幸．2004．
コミュニケーションから見た看護事情
10. Student submissions
の改善の必要性．Medical English 5(1):
10.1. Articles prepared by students will be considered on
a limited basis. All manuscripts are subject to the
51–58.
8.4. Numbered references to personal communications,
Guidelines for Authors, and the title page must
unpublished work or manuscripts “in preparation”
include the name of a teacher, possibly a coauthor,
or “submitted” are unacceptable.
who will serve as the contact person throughout
the editorial process. Provide e-mail addresses and
telephone and fax numbers where the editors
Journal of Medical English Education Vol. 11 No. 1
February 2012
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039-042_初）医学英語Vol11-1_HMY 12.3.15 2:29 PM ページ42
might reach someone for consultation even after
the student author has graduated.
12. Proofreading
Galley proofs of accepted manuscripts will be sent to
10.2. Articles by student associations must include a title
the authors shortly before publication of the Journal.
page listing a teacher and/or other contact person
Typographical errors and errors in the data will be cor-
with e-mail addresses and telephone and fax num-
rected upon return of the proofs to the JASMEE Office.
bers where the editors might reach someone for
consultation even though the student authors may
13. Reprints
Reprints are available free of charge for 20 copies or
have graduated.
fewer when ordered with the returning of the proofs. The
11. Review of Manuscripts
All manuscripts except Special Articles will be evaluat-
cost of copies exceeding the first 20 will be charged to
the author(s).
ed by 1 or 2 reviewers assigned by the editors. The Editorial Board members are responsible for selecting
reviewers and their recommendations are an important
part of the reviewing process.
42
Journal of Medical English Education Vol. 11 No. 1
February 2012
043_初）医学英語Vol11-1_HMY 12.3.15 2:30 PM ページ43
投稿申請書
Submission Consent Form
受付番号
（コピー可）
下記の論文を日本医学英語教育学会会誌 Journal of Medical English Education に投稿しま
す。なお，他誌への類似論文の投稿はいたしません。また，採用された場合，本論文の著作
権が日本医学英語教育学会に帰属することに同意いたします。
We are submitting our manuscript entitled as undermentioned for your consideration of its
suitability for publication in the Journal of Medical English Education. The undersigned authors
agree to transfer, assign, or otherwise convey all copyright ownership to the Japan Society for
Medical English Education in the event that this work is published in the Journal of Medical English Education.
申請日（Date of submission） 論文題名（Title）
著者（Authors）
氏名（Name）・所属（Institute）
署名（Signature）
通信著者（Corresponding Author）
氏名（Name）
連絡先 / 校正紙送付先（Contact Address）
TEL
FAX
E-MAIL
044_二）医学英語Vol11-1_HMY 12.3.15 2:31 PM ページ44
日本医学英語教育学会
Japan Society for Medical English Education
入会のご案内
1．下記のホームページで入会申し込みが可能です。
〈http://www.medicalview.co.jp/JASMEE/
1. Prospective members can fill the forms and submit them online at:
<http://www.medicalview.co.jp/JASMEE/
nyukai.shtml〉
nyukai_e.shtml>
2．ゆうちょ銀行の振替口座（旧・郵便振替口座）に年
会費を振り込んでください。
2. Please transfer the Membership fee through the
Japan Post Bank (post office).
［平成 23 年度年会費］
Annual fees are ¥7,000 for individual membersihp,
個人会員 ￥9,000
¥1,000 for student membership and ¥35,000 for
学生会員 ￥1,000
supporting membership.
賛助会員 ￥35,000
［ゆうちょ銀行 振替口座］
口座番号 00120 ― 7 ― 417619
口座名称 日本医学英語教育学会
※ 入会申込書の受領ならびに年会費振込の確認をもって，
入会手続きの完了とします。
※ 学生会員の年会費には会誌（年 3 回発行）の購読料が含
まれませんのでご注意ください。学生会員で会誌購入
をご希望の場合は個別にお申し込みいただくことにな
ります（1 部 2,000 円）
。
Japan Post Bank
Account No. 00120-7-417619,
Account Name “日本医学英語教育学会”.
Please note that individual membership fee
includes three issues of the Journal, but that student membership fee does not include the journal
which is available at an extra payment of ¥2,000
per issue.
3. Inquiries and postal applications, including appli-
3．ご不明な点がございましたら，下記の事務局ま
でお問い合わせください。
cation forms should be addressed to:
The JASMEE Secretariat (Attn: Mr. Junji Eguchi)
c/o Medical View
［問合せ先］
2-30 Ichigaya-hommuracho, Shinjuku-ku,
Tokyo 162-0845, Japan
〒 162 ― 0845
新宿区市谷本村町 2 ― 30
メジカルビュー社内
日本医学英語教育学会 事務局（担当：江口）
TEL
03 ― 5228 ― 2274
FAX
03 ― 5228 ― 2062
E–MAIL jasmee@medicalview.co.jp
URL
http://www.medicalview.co.jp/
JASMEE/index.shtml
TEL
+81-3-5228-2274
FAX
+81-3-5228-2062
E-MAIL
jasmee@medicalview.co.jp
URL:
http://www.medicalview.co.jp/
JASMEE/index.shtml
表1∼4_責）日本医学Vol11-1_HMY 12.3.15 11:31 AM ページ4
日本医学英語教育学会会誌
2012 年 2 月 1 日発行 第 11 巻 第 1 号 頒価 1 部 3,000 円
編集人 リューベン・M・ゲーリング，吉岡俊正
発行 日本医学英語教育学会
発売 メジカルビュー社
〒 162 ― 0845 東京都新宿区市谷本村町 2 ― 30
TEL 03 ― 5228 ― 2274 ／ FAX 03 ― 5228 ― 2062 ／ E-MAIL jasmee@medicalview.co.jp
（年会費には本誌の購読料を含む）
印刷 三美印刷株式会社
Vol. 11 No. 1 2012 年 2 月 1 日発行 第 11 巻 第 1 号 編集人 リューベン・M・ゲーリング，吉岡俊正 / 発行 日本医学英語教育学会 / 発売 メジカルビュー社
Vol. 11 No. 1

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